Assessment and Remediation Guide: Unit 3

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Assessment and Remediation Guide
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Unit 3
Skills Strand
Kindergarten
Core Knowledge Language Arts®
New York Edition
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Table of Contents
Unit 3
Instructional Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Structures for Levels of Instructional Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Guide Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section I, Phonological Awareness: Phonemes (Two or Three) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
(Listen for Target Phonemes /m/, /a/, /t/, /d/, /o/, /k/, /g/, and /i/)
Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Blending Boost! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Blending Motions for Two to Four Phonemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Blending Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Blending Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Articulation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Skills Cross-Reference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Phonemes—Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Poems/Songs/Nursery Rhymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Section II, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
(Read and Spell with ‘m’ > /m/, ‘a’ > /a/, ‘t’ > /t/, ‘d’ > /d/, ‘o’ > /o/, ‘c’ > /k/, ‘g’ > /g/, and ‘i’ > /i/)
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Sound/Spellings Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Section III, Writing: Lowercase Letter Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
(‘m’, ‘a’, ‘t’, ‘d’, ‘o’, ‘c’, ‘g’, and ‘i’)
Lesson Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Sample Remedial Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Methods for Practicing Letter Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Handwriting Warm-Up Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Letter Formation Chants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Fine Motor Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Instructional Planning
Planning instruction with the Assessment and Remediation Guide is guided by:
• observation of student performance during instruction from the Kindergarten
Teacher’s Guide lessons.
• student scores on performance assessments throughout the Kindergarten units.
• progress monitoring assessments from the Assessment and Remediation Guide.
Step 1: Use the Cross Reference charts and Determining Student Need flow
charts provided for each component (i.e., Phonological Awareness, Phonics,
and Writing) within the unit. The Cross Reference chart helps you consider
student performance across the lessons and with any Pause Points utilized.
Instructional activities are organized by unit objectives. Therefore, if students
struggled significantly with activities from particular rows of the chart, the unit
objective to target is indicated in the first column. The Determining Student
Need flow chart prompts you to additionally consider student assessment
performance.
Step 2: If a need for remediation is indicated, refer to the Kindergarten
Skills Scope and Sequence (provided in the Kindergarten Assessment and
Remediation Guide Introduction) to consider whether remedial instruction may
need to begin at an earlier unit.
Step 3: Consider students’ Level of Instructional Need. A description of the
three Levels of Instructional Need is provided in the Kindergarten Assessment
and Remediation Guide Introduction. Establishing a level of instructional need
will direct you to a corresponding lesson structure provided at the beginning of
each unit.
Step 4: Select exercises and assessments and prepare associated materials for
instruction and progress monitoring.
Step 5: Use ongoing evaluation of student instructional performance and
progress monitoring to facilitate decisions about student progress or ongoing
remediation needs.
Thoughtful observation of daily performance, integration of assessment with
instruction, and provision of target remediation as quickly as possible will
help most struggling Kindergarten students become successful Kindergarten
students!
Kindergarten | Unit 3 Assessment and Remediation Guide 5

© 2013 Core Knowledge Foundation
Lesson Structures for Levels of Instructional Need
The Kindergarten Assessment and Remediation Guide will serve students who:
• may enter Kindergarten with known literacy skill educational needs requiring
instruction beyond the Skills strand Teacher Guide lessons.
• may have significant instructional needs identified by the student performance
assessments throughout the Kindergarten units.
• may complete some Kindergarten units yet demonstrate a lack of preparedness
for subsequent units.
• Depending on the severity of student instructional need, instructional personnel
available, and student grouping options, materials from the Kindergarten
Assessment and Remediation Guide may be used for:
• guided reinforcement
• explicit reteaching
• comprehensive reteaching
The Lesson Templates within each section provide a detailed model the
sequence of instructional steps to be followed when reteaching the particular
skill(s) targeted in that section. The Lesson Templates are followed by a Sample
Remedial Lesson illustrating how specific skill work, activities, and progress
monitoring can be applied to the template. The following Lesson Structures
illustrate how the Lesson Templates and Sample Remedial Lessons from each
section align to the Explicit Reteaching structure and provide guidance for how
to make more abbreviated (Guided Reinforcement Structure) or more complete
(Comprehensive Reteaching Structure) use of the Lesson Templates and
Sample Remedial Lessons from each section.
6 Kindergarten | Unit 3 Assessment and Remediation Guide

Guided Reinforcement Lesson Structure
The Guided Reinforcement Lesson Structure provides guidance for how to use
only the supported practice elements from the Lesson Templates. This structure
provides an abbreviated lesson geared for reinforcing developing skills not yet
mastered.
Guided
Reinforcement Exercise Materials Minutes
See corresponding section Lesson Templates for Warm-Up activity
descriptions.
• For Phonological Awareness: Phonemes (two or three):
Thumbs-Up Review Activity
Warm-Up 3
Dependent
• For Phonics: Match Me
• For Writing: Lowercase Letter Formation: Handwriting
Warm-Up
See corresponding sections to choose one or two activities
from Worksheets, Games, or Poems/Songs/Nursery Rhymes for
Guided Practice instruction related to remedial targets within: Activity
• Phonological Awareness: Phonemes (two or three) 12
(applying skills) Dependent
• Phonics
• Writing: Lowercase Letter Formation
Note: Progress monitoring related to instruction from Guided Reinforcement

lessons may be integrated within instructional times other than these brief
remedial lessons, or remedial instructional time may be devoted to completed
progress monitoring as needed.

Explicit Reteaching Lesson Structure
The Explicit Reteaching Lesson Structure aligns with the Lesson Templates.
This structure provides a more complete lesson geared for explicit instruction
for selected unit objectives.
Explicit
Reteaching Exercise Materials Minutes
descriptions.
Warm-Up 3
Dependent
Warm-Up
See corresponding section Lesson Templates for Learning About…
activity descriptions.
Explicit Sound Boxes Activity
4
Instruction Dependent
• For Phonics: Review the Sound/Spelling
• For Writing: Lowercase Letter Formation: Learning About
Lowercase Letter Formation
See corresponding section Lesson Templates for Working With…
Guided Practice • For Phonological Awareness: Phonemes (two or three):
Sound Boxes cont. Activity
(working with 10
Dependent
skills) • For Phonics: Chaining
• For Writing: Lowercase Letter Formation: Working with
(applying skills) • Phonological Awareness: Phonemes (two or three) Dependent
OR
• Phonics Progress 8
Independent
Practice/Progress • Writing: Lowercase Letter Formation Monitoring
Monitoring Activities with which students have demonstrated independence Resources
may engage students when progress monitoring with individuals
is needed.

Comprehensive Reteaching Lesson Structure
The Comprehensive Reteaching Lesson Structure also aligns with the Lesson
Templates. This structure provides a more instructional time allowing for
integration of activities from multiple sections when multiple unit objectives are
targets for remediation.
Comprehensive
Reteaching Exercise Materials Minutes
descriptions.
Warm-Up 3
Dependent
Warm-Up
See corresponding section Lesson Templates for Learning About…
Explicit Sound Boxes Activity
5
Instruction Dependent
• For Phonics: Review the Sound/Spelling
• For Writing: Lowercase Letter Formation: Learning About
See corresponding section Lesson Templates for Working With…
Guided Practice • For Phonological Awareness: Phonemes (two or three):
Sound Boxes cont. Activity
(working with 10
Dependent
skills) • For Phonics: Chaining
• For Writing: Lowercase Letter Formation: Working with
• Phonological Awareness: Phonemes (two or three) 12
(applying skills) Dependent
• Phonics
• Writing: Lowercase Letter Formation
Activity
Independent Activities with which students have demonstrated independence Dependent
Practice/Progress may engage students when progress monitoring with individuals Progress 10
Monitoring is needed. Monitoring
Resources

Note: If a single remedial instruction session does not allow enough time to
complete the Comprehensive Reteaching Lesson, then the instruction can be
divided over two instructional sessions instead. A split lesson structure may
look like this:
Session 1 Session 2
Warm-Up Warm-Up
Explicit Instruction Explicit Instruction
Guided Practice (working with skills) Continue Guided Practice (applying skills)
Initiate Guided Practice (applying skills) Independent Practice/Progress Monitoring
A single objective should be the primary focus of any given remedial instruction
session. If you are using the Comprehensive Reteaching lesson structure and
students are in need of explicit instruction related to multiple components (i.e.,
Phonological Awareness, Phonics, and Writing), then rotate the focus selected
for Explicit Instruction and the related Guided Practice (working with skills)
throughout a series of sessions. A rotating focus may look like this:
Session 1 Session 2 Session 3 Session 4

Warm-Up: Phonological Warm-Up: Phonics focus Warm-Up: Writing focus Repeat Sequence
Awareness focus Explicit Instruction: Explicit Instruction: Writing (Perhaps the sessions
Explicit Instruction: Phonics focus focus focusing on phonological
Phonological Awareness awareness and writing do
Guided Practice (working Guided Practice (working
focus not occur as frequently as
with skills): Phonics focus with skills): Writing focus
the sessions focusing on
Guided Practice (working Guided Practice (applying Guided Practice (applying phonics.)
with skills): Phonological skills): Combination from skills): Combination from
Awareness focus component areas (e.g., a component areas (e.g.,
Guided Practice (applying Phonological Awareness a Phonics and a Writing
skills): Combination from and a Phonics activity) activity)
component areas (e.g., a Independent Practice/ Independent Practice/
Phonological Awareness Progress Monitoring: Progress Monitoring:
and a Writing Readiness Phonics progress Continue Phonics
activity) monitoring assessment progress monitoring
Independent Practice/ assessment
Progress Monitoring:
Writing activity (observing
for success independently)

Guide Organization
Instruction from the Kindergarten Assessment and Remediation Guide will be
most effective when used in either one-on-one or small group settings. Learning
is optimized when instruction is facilitated by a teacher with expertise related
to literacy instruction. Small teacher-to-student ratios maximize individual
learning, particularly through increased opportunity for immediate (reinforcing or
corrective) feedback for each student.
A description of the Basic and Advanced Code taught to students using
CKLA materials starting in Kindergarten immediately follows this overview.
This description will provide insight and context for how phonics skills are
introduced in Kindergarten and taught throughout Grades 1 and 2.
This unit’s materials are organized into sections by component area (i.e.,
Phonological Awareness, Phonics, and Writing) and aligned with the objectives
from the CKLA Skills strand units. Within the sections you will find:
• Determining Student Need Chart: A chart is supplied for your reference to
determine student need for instruction from any given unit and section of the
Assessment and Remediation Guide.
• Lesson Template & Sample: The Lesson Templates within each section
provide a detailed model of the sequence of instructional steps to be followed
when reteaching the particular skill(s) target in that section. The Lesson
Templates are followed by a Sample Remedial Lesson illustrating how specific
skill work, activities, and progress monitoring can be applied to the template.
These Lesson Templates and Sample Lessons align with the Explicit Reteaching
Lesson Structure described at the beginning of each unit. Guidance for how
to adapt the Lesson Templates and Sample Lessons from each section for the
Guided Reinforcement or Comprehensive Reteaching Lesson Structure is found
at the beginning of each unit.
• Lesson Reference Charts: When applicable, reference charts are provided
to help you adjust the difficulty of your lessons, ensuring students are
appropriately scaffolded or challenged.
• Dimensions of Difficulty: This chart is provided for your use to accelerate or
reduce the task difficulty for students.
• Cross-Reference Charts: The objectives for each section are cross referenced
to the lessons and Pausing Points from the CKLA Skills Strand units. The
alignment of objectives and activities can be seen at a glance, facilitating
coordinated and target use of both the Skills strand units and the Assessment
and Remediation Guide.
• Word Lists: Collections of words, phrases, or sentences needed for activities
are provided. These lists are not intended to be exhaustive or restrictive. This
resource is included to facilitate lesson preparation; however, teachers are
welcome to use the lists as models for adding words, phrases, or sentences of
their own.

• Worksheets: Worksheets may be utilized to facilitate modeling during Explicit
Instruction, supervised practice and application of skills during Guided Practice,
or reinforcement during Independent Practice.
• Games/Activities: Games and activities are provided inviting students to apply
and strengthen the target skills.
• Sentences & Stories for Oral Reading: In later units, decodable Text is
provided allowing students to practice the discrete skills taught and creating a
bridge for the generalization of those skills to other forms of connected text.
• Poems/Songs/Nursery Rhymes: Poems, songs, and nursery rhymes foster
students’ love of language. When applicable, related activities are included to
provide engaging opportunities for students to play with sounds and words.
• Progress Monitoring: Resources for progress monitoring are included at the
end of each section. These tools are intended to facilitate data collection to
inform instruction and build a record of student’s progress.
• Progress Monitoring in Units 1 and 2 focuses on observing student application
of skills during instructional practice rather than using specific measures with
explicit criteria for identifying adequate or inadequate performance. This is
purposeful. Though students who struggle with Unit 1 and Unit 2 objectives
should receive related reteaching to bolster those skills, it is also important
that they do not linger too long at these earliest steps. Kindergarten students
need to move swiftly into the objectives of Unit 3 and beyond to have the
opportunity to work with specific phonemes. In Unit 3 the Progress Monitoring
changes to utilizing specific measures with criteria. Whereas students will have
the opportunity to continue to develop Unit 1 and Unit 2 skills as they move
forward, beginning with Unit 3, high levels of proficiency with the skills within
the unit are required for success in subsequent units.

Section I
Phonological Awareness: Phonemes (Two or Three)

Determining Student Need for Section I, Phonological Awareness: Phonemes (Two or Three)
IF
A B C D
Student struggles with Unit 3 Student struggles with Unit 3 Student struggles with Unit 3 Student scores 20 or less
Objective: Orally blend sounds Objective: Segment a spoken Objective: Listen for phonemes on Part Two of the Unit 3
to form words (two or three one-syllable short vowel word in the initial and medial position Student Performance Task
phonemes) into phonemes of spoken one-syllable short Assessment and/or performs
vowel words (Includes listening poorly on other evaluations of
to determine if phonemes blending, segmenting, isolating
Review with Pausing Point: Blend Two
are the same or different and or recognizing the target
or Three Sounds to Form a Word
isolating beginning sounds) phonemes for Unit 3
If student meets If student continues

expectations, then Review with Pausing Point: Then, target specific areas of
to struggle
continue with Unit 3 Recognize and Isolate the weakness by following track A,
Skills Strand Lessons Sounds Taught in Unit 3 and/ B, or C
or Differentiate Consonant and
Vowel Sounds
THEN USE
Blending Boost! from Section I,
expectations, then to struggle
If student meets continue with Unit 3
If student continues
expectations, then Skills Strand Lessons
to struggle
continue with Unit 3
Skills Strand Lessons
THEN USE
THEN USE
Section I,

Kindergarten | Unit 3 Assessment and Remediation Guide
Section II (of Unit 2), Phonological Awareness: Phonemes (Two or Three)
15
Blending Boost!
Orally blending two or three phonemes is a primary focus of the activities in
Unit 2, Section II of the Assessment and Remediation Guide. Unit 3 allows
for continued development of this skill. It also provides progress monitoring
assessments for evaluating students’ ability to apply blending with the target
sound/spellings for Unit 3. The Blending Boost! activities may be done in
isolation with students who need additional practice or may be incorporated
into the Phonological Awareness Lesson Template for this section. A blending
activity may be used instead of or in addition to the Thumbs-Up Review for the
Warm-Up. If students demonstrate the need for more comprehensive instruction
with oral blending, access additional resources in Unit 2, Section II of the
Assessment and Remediation Guide.
Find My Word
Use Find My Word pages A–D to have students blend the phonemes to “Find
My Word” (i.e., identify the objects) on the page.
• Provide students with a copy of the selected Find My Word worksheet.
• Review the names of the depicted items with students and see if they can
identify the category for the page (animals, body parts, things in the sky, or
vehicles).
• Pronounce the name of an object by saying the phonemes with a pause in
between (e.g., /d/ [pause] /o/ [pause] /g/).
• Students blend the phonemes and point to the picture of the object.
• Repeat until all the pictures are identified.
• Encourage students to use the blending motions they have learned to help them
blend the sounds.
• Option: Manipulatives can be used to cover pictures as they are identified.
• Variation: Students may practice segmenting phonemes by breaking apart the
phonemes in names of the objects on the page themselves
Push & Say

Use Sound Boxes to have students represent phonemes with objects.
• Provide the Sound Boxes page and a handful of small objects (e.g., cubes, tiles,
beans, buttons, etc.) for each student.
• Students repeat the sounds and push an object into the boxes for each
phoneme (from left to right). Then students run their finger under the boxes
(from left to right) and blend the sounds to say the word. Tell students they may
not always use every box, but they should always start with the first box on the
left.
• Use this page along with your own word list (See Phonemes—Word Lists for
suggestions.) or Find My Word pages.

Note: Though /x/ is a sound combination of /k/ and /s/ it is taught as
one sound. You may praise students who recognize /x/ as a sound
combination, but they are to treat it as one sound, placing one object
in the box to represent the phoneme. Similarly, when /qu/ occurs in the
initial position of words, praise students who recognize /qu/ as a sound
combination of /k/ and /w/, but they are to represent the phoneme with
one object in the corresponding box.

Blending Motions for Two to Four Phonemes
Two-Phoneme Words (Hand Motion)
For lessons that target blending two-phoneme words, utilize the gross motor
hand motions first applied to blending phonemes (as opposed to syllables) in
Skills Strand Unit 2, Lesson 2. This motion prompts students to:
1. Hold your fists in front of you, palms facing down.
2. Flip over your left fist and open it as you say the first of two phonemes
(e.g., /n/).
3. Flip over your right fist and open it as you say the second of two phonemes
(e.g., /oe/).
4. Clap your hands as you say the whole word with the phonemes blended
(e.g., no).
1 2 3 4
/n/ /oe/ no
Three-Phoneme Words (Arm Motion)

For lessons that target blending three-phoneme words, utilize the gross motor
hand motions first learned in Skills Strand Unit 2, Lesson 3. This motion
prompts students to:
1. Hold your right arm in front of your body.
2. Touch your left shoulder as you say the first of three phonemes (e.g., /f/).
3. Touch your left elbow as you say the second of three phonemes (e.g., /u/).
4. Touch your left wrist as you say the third of three phonemes (e.g., /n/).
5. Slide your right hand from your left shoulder down to your left wrist as you
say the whole word with the phonemes blended (e.g., fun).
1 2 3 4
/f/ /u/ /n/ fun

Two other variations for blending three-phoneme words are located in the Unit 2
Pausing Point section Blend Two or Three Sounds to Form a Word:
• Touch It!
• Clapping and Slapping Sounds
Two- to Four-Phoneme Words (Finger Motion)

Finger tapping is an option for students ready for fine motor movement. It is first
described in Skills Strand Unit 2 Appendix A, and can be used when blending
two- to four-phoneme words. This motion prompts students to:
1. Tap your pointing finger against your thumb as you say the first phoneme
(e.g., /f/).
2. Tap your middle finger against your thumb as you say the second phoneme
(e.g., /u/).
3. Tap your ring finger against your thumb as you say the third phoneme (e.g.,
/n/).
4. Tapping your pinkie finger against your thumb can be used if the word has
a fourth phoneme.
5. Make a fist as you say the whole word with the phonemes blended (e.g.,
fun).
1 2 3 4
/f/ /u/ /n/ fun

Phonemes—Word Lists
Four-Phoneme
Two-Phoneme Words Three-Phoneme Words Words
(for challenge!)
Words
from
Words from
Skills Additional Additional
Skills Strand Additional Words
Strand Words Words
Unit 2 Lessons
Unit 2
Lessons
knee add coat neat ant face night box (/b//o//k//s/)
me ape cup nice bad fern nut chips
no ate fan night bake food pail jump
off bee feet nose beach foot path lamp
she eat fight rose bean fit peach limes
shoe egg fish same bed game pen lunch
zoo go five seem beg gum pig mask
hi fun shape big ham pot pans
ice kiss sheep bike hat rake sand
in knife shell boat home rat snack
key like sign book hot read spill
may mat sip cage jam road stop
say mean sit cap jazz roof swim
so meet sun cat job sail twig
tie men Tom cave kid shed
toe mess top chain kite ship
two mice wave cheese lake sock
up moon wish chick leg tag
mouth zip chin log teeth
zoom coin mad this
cone man thumb
corn mitt van
couch mom vase
cube moth web
dad mouse wig
dig mug
dog net
If visual support is desired as a scaffold or required for activities such as blending to
identify a picture, use words noted in bold (from Blending Picture Cards included as a
Skills Strand resource) or italic (from Sound Cards included as a Skills Strand resource).

Blending Worksheets

Directions: Pronounce the names of objects on the page in segmented fashion (pauses between phonemes). Students blend the sounds and point to
22
the corresponding image. Images represent: cow, dog, duck, horse, bee, pig, cat, sheep, bird. Name:

Find My Word A (Animals)
the corresponding image. Images represent: head, nose, mouth, ear, chin, knee, foot, leg, thumb.
Name:

23
Find My Word B (Body Parts)
24
the corresponding image. Images represent: sun, moon, star, rain, snow, kite, bird, bee, air. Name:

Find My Word C (Things in the Sky)
the corresponding image. Images represent: car, bus, van, cab, jeep, boat, jet, bike, sled.
Name:

25
Find My Word D (Vehicles)
Directions: Say two- or three-phoneme words in segmented fashion. Students repeat the sounds and push an object into the boxes for each
26
phoneme (left to right). Then students run their finger under the boxes (left to right) and blend the sounds to say the word. Name:

Sound Boxes
Lesson Template
Focus:
Phonemes
(Two or Three) Teaching Materials
Objective: Prompt student attention to the articulation of target phonemes.
Exercise: Play Thumbs-Up Review. Using the Articulation Chart, ask students
yes or no questions about the target phonemes (/m/, /a/, /t/, /d/, /o/, /k/, /g/, /i/).
You may choose to complete a select review of specific phonemes with which
students demonstrated difficulty or a mixed review of all the taught phonemes.
You may want to model and discuss articulation information prior to playing the
game, especially the first time when students may encounter questions about
new information, such as voicing.
Warm-Up • Provide each student with a mirror.
Note: This • Tell students you will ask them questions about what they do to make the
Warm-Up is sounds they have learned.
an extension • Before answering, encourage students to make the sound looking in the
of the Mirror, mirror and feeling their throat for voicing. Articulation
Mirror and Chart and
Differentiate • Remind students not to shout out the answer. Instead, if the answer is Mirrors
Consonant and “yes,” show it with a thumbs-up. If the answer is “no,” show it with a
Vowel Sounds thumbs-down.
activities from • A fun way to let students check their own answer is to hide the correct
Unit 3 Lessons thumbs-up or thumbs-down behind a piece of paper and reveal it once
everyone has decided on their answer.
• If anyone provided an incorrect answer, model the correct articulation
and have students repeat after you. For example, if a student gave a
thumbs-down for the question, “Can you stretch the sound for /a/?” then
model holding the /a/ sound /aaaaaaaaaaaa/ and have students repeat.
• Continue with another question.
Keeping notes on the Articulation Chart regarding information mastered,
progressing, or unfamiliar will help you formulate questions target to student need.
Objective: State the purpose for listening and model the desired performance.
Learning about Target Phonemes: You may choose to complete a select review
of specific phonemes with which students demonstrated difficulty or a mixed
review of all the taught phonemes. Tell students you will say a sound and a word
(see Word Lists for suggestions) and the purpose for listening is to notice where
Word Lists
Explicit the sound is in the word. Where is /_/ in the word ? Tell students they will
Instruction indicate where the sound is by putting a cube in the correct box on their Sound Cubes and
Boxes worksheet. Say samples and model touching the boxes as you segment Sound Boxes
the sounds. Then place the cube in the initial or medial position square depending
on the position of the target sound. (Be sure to demonstrate so students view
the correct directionality as you model. If you are facing students, this will be
backwards to you.) Complete most of the sample items correctly, but also provide
incorrect examples that address potential common mistakes.

Focus:
Phonemes
(Two or Three) Teaching Materials
Word Lists
Cubes and
Sound Boxes
Objective: Provide an engaging opportunity to develop target phoneme skills with
for each
decreasing support as students’ skills strengthen.
student
Working with Target Phonemes: Say the selected target phonemes and words for
students. Students use the cubes and Sound Boxes, as previously modeled by Activity
Guided the teacher, to indicate where the target sound is located in the word. Dependent:
Practice Game
Application of Skills: Select Games and Poems/Songs/Nursery Rhymes activities
allowing students to apply phoneme skills. resources
and/or P/S/
Progress Monitoring option: Incorporate progress monitoring checks here as
NR resources
needed.
Progress
Monitoring
resources
Objective: Allow students to practice target phoneme skills with high levels of
independence while striving for mastery. Continued
Independent
Practicing and Extending Skills with Target Phonemes: Revisit previously taught from Guided
Practice
activities allowing students to practice target phoneme skills with classmates. Practice
Games utilizing the picture cards are best suited for independent practice.

Sample Remedial Lesson
Phonological Awareness: Phonemes (/k/, /g/, /a/, /o/, /i/)
Focus:
Phonemes
(/k/, /g/, /a/,
/o/, /i/) Teaching Materials
Objective: Prompt student attention to the articulation of target phonemes.
Exercise: Play Thumbs-Up Review. Using the Articulation Chart, ask students yes
or no questions about the target phonemes (/k/, /g/, /a/, /o/, /i/). Review checking for
voicing by putting your hand on your throat to notice how the vowels feel and the
difference between /k/ and /g/.
• Provide each student with a mirror.
• Tell students you will ask them questions about what they do to make the
sounds for /k/, /g/, /a/, /o/, & /i/.
• Before answering, encourage students to make the sound looking in the
mirror and feeling their throat for voicing.
Warm-Up
Note: This • Remind students not to shout out the answer. Instead, if the answer is “yes,”
Warm-Up is show it with a thumbs-up. If the answer is “no,” show it with a thumbs-down.
an extension • A fun way to let students check their own answer is for you to hide the correct
of the Mirror, thumbs-up or thumbs-down behind a piece of paper and reveal it once Articulation
Mirror and everyone has decided on their answer. Chart and
Differentiate • If anyone provided an incorrect answer, model the correct articulation and Mirrors
Consonant and have students repeat after you.
Vowel Sounds • Questions:
activities from
Unit 3 Lessons • Is the mouth a little bit open for /k/?
• Are lips pressed together for /a/?
• Can you stretch the sound /g/?
• Is your voice on for /k/?
• Is your voice on for /i/?
• Is the mouth a little bit open for /o/?
• Does your tongue tap in the back of your mouth for /g/?
• Can you stretch the sound for /i/?
Reminder: Keep notes on the Articulation Chart regarding information mastered,
progressing, or unfamiliar.

Focus:
Phonemes
(/k/, /g/, /a/,
Objective: State the purpose for listening and model the desired performance.
Learning about Target Phonemes:
Target Phonemes: /k/, /g/, /a/, /o/, and /i/
• /k/: cat, kid, Kim, kick, kit
• /g/: got, gag, gig
• /a/: cat, gag
• /o/: got, cot, cog
• /i/: kid, Kim, kick, kit, gig
• Tell students you will say a sound and a word. The purpose for listening is to
notice the location of the sound in the word. Where is /_/ in the word ?
• Tell students they will indicate the position of the sound by placing a cube Word Lists
Explicit in the correct box on their Sound Boxes worksheet. Cubes and
Instruction • First, model with: Where is the /k/ in the word cat? Think aloud allowing Sound
students to hear you segment the sounds (/k/ /a/ /t/) and touch the boxes Boxes
from students’ left to right for each sound. Then place a cube in the initial
position box for the /k/ sound.
• Repeat: Where is the /a/ in the word cat? (Using the same word helps
highlight the different positions of the target phoneme.)
• Next: Where is the /g/ in the word gag? This time put a cube in the final
position and see if students notice that you need a cube in the initial
position, too!
• If students do not notice your error, point out gag has /g/ in two places and
make the correction.
• Continue with additional examples until you feel students are ready for
practice.

Focus:
Phonemes
(/k/, /g/, /a/,
Objective: Provide an engaging opportunity to develop target phoneme skills with
decreasing support as students’ skills strengthen.
Working with Target Phonemes: Say the selected target phonemes and words for
students continuing with the list from Explicit Instruction.
Target Phonemes: /k/, /g/, /a/, /o/, and /i/
Word Lists
• /k/: cat, kid, Kim, kick, kit
• /g/: got, gag, gig Cubes and
• /a/: cat, gag Sound
Boxes
• /o/: got, cot, cog for each
• /i/: kid, Kim, kick, kit, gig student
Students use the cubes and Sound Boxes, as previously modeled by the teacher,
indicating the location of the target sound in the word.. Activity
Dependent:
Guided Application of Skills: Picture
Practice • Provide each student a set of picture cards for /k/ and /g/. Do not tell them Cards for
what the target sounds are. /k/ and /g/
• Ask students to do an Open Sort (refer to directions under for each
Phonemes—Games: Picture Cards) to see if they can figure out how to put student
the pictures into two groups according to beginning sound.
Copies of
• Once the pictures are sorted, check the categories. Ask students to tell you Blending
the beginning sound for each group and name the pictures in each category Progress
to recheck their sort. Monitoring
• As students finish they can use their picture cards to play Memory with a 3
partner.
Progress Monitoring option: Students are still developing the ability to distinguish
/k/ and /g/ and vowel sounds. They are not ready for a comprehensive check of
isolating Unit 3 target phonemes. Some students have not yet achieved mastery
scores for Blending, therefore use Blending Progress Monitoring 3.
Objective: Allow students to practice target phoneme skills with high levels of
independence while striving for mastery. Continued
Independent
Practicing and Extending Skills with Target Phonemes: With a partner, students can from Guided
Practice
sort picture cards for /k/ and /g/, check each others’ sorts, and play Memory with Practice
the picture cards.

Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the target position
for listening for phonemes in a word and the type of phoneme contrasts
examined. The chart below illustrates how lessons can be designed to be more
or less challenging across both dimensions.
Contrast Phonemes
Contrast Phonemes with Similar
with Distinct Articulation
Least Difficult Articulation Features Features
(e.g., /m/ and /a/) (e.g., minimal pairs
/a/ and /i/)
Skill
Isolate a sound in the

initial position
Isolate a sound in the

medial position
Most Difficult

Articulation Chart
Refer to this chart for Warm-Up activities or any other time when reviewing
articulation may help clarify letter-sound knowledge for students. Often
students who struggle with the sound information of phonemes are supported
by knowledge of the mechanical (i.e., physical) aspects of phonemes. For
example, if students struggle to hear the difference between /t/ and /d/, they
can rely on recognizing whether their voice is on or off to help identify the
phoneme. Additional information other than material students learned in the
Skills Strand Lessons is noted in italics.
Can You
Is Your
Articulation Features Stretch
Phoneme Voice On
(Notice in the Mirror) the
or Off?
Sound?
Lips are together (Air goes through your nose! Pinch

/m/ On Yes
your nose and you’ll cut off the sound.)
Mouth is open wide and the tongue is low in the front

/a/ On Yes
of the mouth
Tip of the tongue taps behind the upper teeth, lips

/t/ are open a little), and the air “pops” out (Note this is Off No*
the same as /d/.)
Tip of the tongue taps behind the upper teeth, lips
/d/ are open a little), and the air “pops” out (Note this is On No*
the same as /t/.)
/o/ Mouth is open wide and jaw is lower than for /a/ On Yes
Back of the tongue touches the roof of the mouth,

/k/ lips are open a little, and the air “pops” out (Note this Off No*
is the same as /g/.)
Back of the tongue touches the roof of the mouth,
/g/ lips are open a little, and the air “pops” out (Note this On No*
is the same as /k/.)
/i/ Mouth is open wide and jaw is higher than for /a/ On Yes
Note: To check for voicing, put your hand on your throat as you make a letter-sound. If
your voice is ON you will feel it vibrate!
*Plosive sounds are difficult to pronounce in isolation making it tempting to add a short
vowel sound after the consonant sound (e.g., /buh/ instead of /b/). When you teach
these sounds, make an effort to keep the sounds as clipped as possible.

Minimal Pairs
• /t/ and /d/ are minimal pairs because the only difference is whether the voice is
on or off.
• /k/ and /g/ are minimal pairs because the only difference is whether the voice is
on or off.
• /a/, /o/, and /i/ are minimal pairs because the only difference is the increased
or decreased opening of the mouth. Producing the vowel sounds in this order:
/i/, /a/, /o/, allows you to best feel the increased opening for each new vowel
sound.
Vowel Facts Learned in Unit 3 Skills Strand Lessons:

1. Vowel sounds are made with the mouth open.
2. Vowel sounds are the parts of words you stretch out when you sing.
3. Vowel sounds are the sounds people stretch out when they call someone’s
name.
4. Every word has a vowel sound.

36
Phoneme Skills Cross-Reference Chart
Unit 3 Lessons
Phoneme Skill/CKLA Unit 3
Goal Pausing Point
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Mystery Bag; Have You

Ever?; Cut Up Pictures;

Orally Blend Sounds Touch It!; Clapping and
to Form Words (Two Oral Blending Slapping Sounds; I’m Going
or Three Phonemes) on a Trip; Relay Blending;
Nursery Rhyme Blending;
Name Blending
Segment a Spoken
One-Syllable Short Chaining Chaining for Chaining Chaining
Vowel Word into for Spelling Spelling for Spelling for Spelling
Phonemes

Listen for Phonemes
in the Initial and Sound Riddles; I’m Thinking
Complete I’m Minimal
Medial Position of of Something; Complete
the Thinking of Pairs
Spoken One-Syllable Hearing Hearing Minimal T-Chart the Sentence; Hearing
I’m Thinking Sentence Something (/g/ and Vowel
Initial Initial Pairs Sort Initial Sounds; Mirror,
Short Vowel Words of Something (/d/); (/k/); /k/); Discrimination
Sounds Sounds (/i/ and (/I/ and Mirror; T-Charts; Guess
(Includes Listening for Whether (/t/) T-Chart T-Chart I’m Thinking (/i/ and /a/)
(/m/) (/a/) /a/) /o/) the Sound!; Sound Search;
Sort (/m/ Sort (/a/ of Something
Phonemes are the Same or Minimal Pairs; Vowel
and /t/) and /o/) (/g/)
Different AND Isolate Beginning Discrimination
Sounds)
Phonemes—Word Lists
Target
/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/
Sounds
mad at tack dam odd cat gag it
mat am tag dad mom cod got mitt
mitt add tick dot mock cog gig tick
Words mom mad tot dock tot cot tag dim
Restricted mock mat mat dog dot kit dog did
to Target dam tack mitt dim dock kid dig dig
Sounds
dim tag dot did dog kick cog kit
in Initial,
Medial, am dam cat dig cod mock kid
or Final dad cot mad cog tack kick
Positions cat kit cod cot tick gig
gag got kid got dock
at odd
it
mad apple tack dam odd cat gag inch
mat ant tag dad otter cod got ink
mitt add tick dot ox (/o/ cog gig itch
mom at, am, as* tot dock /k//s/) cot game in, is, it, if*
mock teeth dog on, off* kit go
man tie dim kid gum
Target mice toe did kick gas
Sound moon top dig cage gate
in Initial moth tree day car give
Position mouse tub date coat goat
mouth tab dime coin goal
mug tip deep cone gob
tape dish couch gap
team deck corn
dip cube
doll cup

Target
/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/
Sounds
mad mom mitt
mat mock tick
tack tot dim
tag dot did
dam dock dig
dad dog kit
cat cod kid
Target gag cog kick
Sound in bat cot gig
Medial cap got chick
Position hat hot fish
jazz job pig
mad log sit
path moth ship
rat pot wig
sock tip
top dish
boss

Target
/m/ /a/ /t/ /d/ /o/ /k/ /g/ /i/
Sounds
am at add kick gag
mom it odd mock gig
dam tot dad tack tag
dim mat did tick dog
aim mitt mad dock dig
dime dot cod oak cog
gum cat kid bake egg
ham cot bad bike beg
home kit bed book big
got fed chick bug
ate maid elk pig
eat read jack
Target oat road lake
Sound out rake
in Final ant
Position bat
boat
date
feet
fit
foot
hat
hit
hot
meet
net
nut
pot
If visual support is desired as a scaffold or required for activities such as blending to identify a picture, use
words noted in bold (from Blending Picture Cards included as a Skills Strand resource) or italic (from Sound
Cards included as a Skills Strand resource).
*These high-frequency words are included as additional examples of words with the target short vowel sound
in the initial position. These words are often more challenging for students because the words are not easily
connected to a concrete meaning.

Phonemes—Worksheet
Sound Boxes: Identify the Position
Use Sound Boxes to have students indicate the position (initial, medial, or final)
of target sounds in 2- and 3-phoneme words.
• Provide a worksheet for each student.
• Say a target sound and word using the sentence frame: Where is / / in the
word ? For example: Where is /g/ in the word got?
• Students repeat the word and segment the sounds, touching the boxes from left
to right for each phoneme.
• Then students place a cube (or other object: beans, buttons, etc.) in the box
matching the position of the target sound.

Directions: Say a target sound and word using the sentence frame: Where is / / in the word _____? Students repeat the word and segment the
sounds, touching the boxes from left to right for each phoneme. Then students place a cube (or other object) in the box matching the position of the
Name:
target sound.

41
Sound Boxes: Phonological Awareness (Identify the Position)
Phonemes—Games
Note to Teacher
The following games should be restricted to the target sounds: /m/, /a/, /t/, /d/,
/o/, /k/, /g/, and /i/.
Give Me a Word
Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes).
• Tell students you will provide a sound and want them to say a word starting with
that sound. For example: Give me a word starting with /m/. (If students struggle
to think of a word, prompt them to look around the room for objects starting
with the target sound.)
• As students provide words starting with the target phoneme, give them a block.
With each block, students get a turn to place it, building a collective structure
as the game continues.
Give Me the Sound

This is a variation of Give Me a Word (above).
Gather a collection of any variety of blocks (e.g., unit blocks or locking cubes).
• Tell students you will provide a word and want them to say the sound at the
beginning of the word. For example: Give me the sound at the beginning of
mop. (If students struggle to identify the beginning sound, repeat the word with
the beginning sound drawn out: mmmmop.)
• As students provide beginning sounds, give them a block. With each block,
students get a turn to place it, building a collective structure as the game
continues.
• If successful with identifying beginning sounds, students could play this game
by identifying sounds in the medial (vowels) or final position of words.
Picture Cards
Picture Cards are provided for use with the following games.
/m/ /a/ /t/ /d/

mat hat tag dad
moon tag teeth dig
moth cat tub dog
mug mad tape dish
/o/ /k/ /g/ /i/

log cat gill chick
mom cone gift fish
sock cup gate mitt
dot cow goat pig

• The following games should target sounds in the initial and medial position and
be restricted to the target sounds: /m/, /a/, /t/, /d/, /o/, /k/, /g/, and /i/.
• Contrast combinations should be target according to student readiness (see
Dimensions of Difficulty).
• We recommend copying and cutting the images from card stock to allow for
reuse. For Memory, the images will need to be copied onto darker colored
paper, otherwise students can see the images through the paper when they are
turned over.
Isolating Sounds (Receptive)

• Lay out the picture cards for 2–4 target sounds.
• Review the names of all the pictures.
• Ask students to find a picture of something with the /_/ sound in the beginning/
middle.
Isolating Sounds (Expressive)

• Lay out the picture cards for 2–4 target sounds.
• Review the names of all pictures.
• Ask students to tell you the beginning/middle sound for selected picture.
(Scaffold this activity by naming the picture. If additional support is needed,
segment the sounds for students.)
Closed Sorts
• Provide picture cards for 2–4 target sounds.
• Tell students which target sounds they need to listen for to help them sort the
pictures.
• Complete the sorting with the appropriate level of support.
• Once the pictures are sorted, have students identify the sound for each
category and name the pictures in each group to recheck their sort.
• A variation is the Speed Sort, in which you time students so they can race
against themselves to get their best time.
Open Sorts
• Ask students to decide how to sort the pictures into groups according to
beginning or vowel sounds.
• Once the pictures are sorted, have students identify the sound for each
category and name the pictures in each group to recheck their sort.

Memory
• Model how to mix up the cards, lay them out, and take turns turning pairs over
to look for matches.
• The goal is to match for the target sounds, such as two words beginning with
/t/.
• As students become comfortable with the game they may be able to play
independently.

Directions: Copy and cut these picture cards for use with the Unit 3, Section 1 Activities: Isolating Sounds, Open Sorts, and Memory. Darker card
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)
Name:

45
Picture Cards 1 (/m/ and /a/)
46
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.) Name:

Picture Cards 2 (/t/ and /d/)
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.)
Name:

47
Picture Cards 3 (/k/ and /g/)
48
stock is recommended to prevent transparency and to allow for reuse. (See directions for each under Phonemes—Games.) Name:

Picture Cards 4 (/o/ and /i/)
Phonemes—Poems/Songs/Nursery Rhymes (P/S/NR)
Alliteration
Recite either of the following poems changing the alliteration for “Wee Willie
Winkie” or “Peter, Peter, Pumpkin Eater” to a Unit 3 consonant target sound:
/m/, /t/, /d/, /k/, or /g/. For example: Dee Dillie Dinkie runs through the town.
Ask students to listen for your mixed-up beginning sound and tell you the
mixed-up sound they heard (e.g., /d/).
• “Wee Willie Winkie” (P/S/NR Resource 24)
• “Peter, Peter, Pumpkin Eater” (P/S/NR Rhyme Resource 25)

Name:
Directions: Ask students to listen for the mixed-up beginning sound in Wee Willie Winkie’s name as you recite the poem changing the /w/ in the name
Poems/Songs/Nursery Rhymes Resource 24
Wee Willie Winkie

Wee Willie Winkie runs through the town,
Upstairs and downstairs in his nightgown,
Rapping at the window, crying through the lock:
to a Unit 3 consonant target sound: /m/, /t/, /d/, or /k/.
Are all the children in their beds? It’s past eight o’clock!

Name:
Poems/Songs/Nursery Rhymes Resource 25

Directions: Ask students to listen for the mixed-up beginning sound in Peter, Peter, Pumpkin Eater as you recite the poem changing the /p/ in the
Peter, Peter, Pumpkin Eater

Peter, Peter, pumpkin eater,
Had a wife and couldn’t keep her.
He put her in a pumpkin shell
And there he kept her very well.
name to a Unit 3 consonant target sound: /m/, /t/, /d/, /k/, or /g/.

Phonemes—Progress Monitoring
For Units 1 and 2 of the Assessment and Remediation Guide, progress
monitoring was facilitated by charting general performance levels and scores
on unassisted items from the Guided Practice portion of the lessons. For
Unit 3 and beyond, progress monitoring continues to be a form of assessment
integrated into instruction. The resources provide a systematic record of student
mastery of skills, facilitating documentation and evaluation of student Response
to Intervention. We recommend using the progress monitoring resources
provided:
• within the Guided Practice section of the lesson plans. The resources
are designed to parallel instructional tasks, allowing for brief, seamless
integration. The intention is not to burden instructional time with additional
assessments.
• only when, based on observation of instructional performance, students
appear to be ready for a comprehensive check of the target skills for this
section of Unit 3. Set schedules for progress monitoring assessments
tend to result in their overuse. The resources are intended to serve as
confirmation and a meaningful record of student progress, as opposed to a
collection of numbers.
• to inform instruction! If student mastery of the target skills is confirmed
by a Progress Monitoring assessment, then teachers can be confident
in the decision to move students forward. If students do not achieve the
goal scores for a Progress Monitoring assessment, analysis of errors will
indicate areas of continued instructional need.

Blending
Preparation: Copy the page of pictures corresponding to the Progress
Monitoring Assessment (#1–4) you have selected.
• Review the names of all pictures first.
• Tell students you are going to say groups of sounds and they should blend
those sounds in their heads to make a word. Then they should circle the
matching picture on the worksheet.
• Model with the sample item.
• Instruct students to look at the next row of pictures and say, “Please circle
the picture of the (say the target object in segmented fashion, pausing slightly
between each phoneme).”
• Complete the remaining rows.
• Scoring: One point is awarded for each correctly identified picture.
• Goal: 4 or 5 correct.
• Scores of 3 or less indicate additional re-teaching and reinforcement
is required from Assessment and Remediation Guide Unit 3 Section I:
Phonological Awareness: Blending Boost! or possibly Unit 2 Section II:
Phonological Awareness: Phonemes (Two or Three).
Blending Progress Monitoring 1 Progress Monitoring 2 Progress Monitoring 3 Progress Monitoring 4
SAMPLE: /d//o//g/ – SAMPLE: /d//o//g/– SAMPLE: /d//o//g/ – SAMPLE: /d//o//g/ –

log, dog, doll dog, dot, frog duck, log, dog frog, dog, door
1. /m//a//t/ – 1. /m//a//d/– 1. /d//i//g/ – 1. /k//i//k/ –
mat, rat, mad dad, mad, map dig, leg, dish kick, kid, sick
2. /d//i//g/ – 2. /k//i//d/– 2. /t//a//g/ – 2. /t//a//g/ –
pig, dig, dish kiss, kid, lid chick, tag, tip tack, tag, rag
Target Words 3. /k//o//t/ – 3. /d//o//ll/– 3. /m//o//m/ – 3. /d//a//d/ –
dot, car, cot knock, doll, dock mop, drum, mom dig, sad, dad
4. /m//o//m/ – 4. /t//a//g/– 4. /k//a//t/ – 4. /m//i//t/ –
thumb, mom, moth tag, bag, tap cap, cat, mat sit, men, mitt
5. /k//a//t/ – 5. /d//o//t/– 5. /t//a//k/ – 5. /d//o//t/ –
hat, can, cat shot, dock, dot tack, tag, sack dot, pot, doll
Correct answers are noted in bold.

Isolating Target Sounds in the Initial or Medial Position
Preparation: Copy the page of pictures you have selected corresponding to the
Progress Monitoring Assessment (#1–4).
• Review the names of all pictures first.
• Explain to students you are going to say two words at a time. The words will be
very similar, but one will have the target sound. Ask students:
• “Which picture begins with the / / sound?” (for beginning consonants)
• Or “Which picture has the / / sound in the middle?” (for medial vowels)
• Students should circle the matching picture on the worksheet.
• Instruct students to look at the next row of pictures and circle the picture with
the target sound.
• Complete the remaining rows.
• Scoring: One point is awarded for each correctly identified picture.
• Goal: 4 or 5 correct.
• Scores of 3 or less indicate that additional reteaching and reinforcement
is required from Assessment and Remediation Guide Unit 3 Section I:
Phonological Awareness: Phonemes (Two or Three).
Isolating
Target Progress Monitoring 1 Progress Monitoring 2 Progress Monitoring 3 Progress Monitoring 4
Sounds
SAMPLE: SAMPLE: SAMPLE: SAMPLE:
/m/ – man, pan /m/ – dad, mad /m/ – mat, cat /m/ – sit, mitt
1. /t/ – tip, dip 1. /k/ – cap, gap 1. /t/ – ten, den 1. /k/ – goal, coal
Target 2. /d/ – tot, dot 2. /g/ – gold, cold 2. /d/ – tug, dug 2. /g/ – goat, coat
Words
3. /a/ – dash, dish 3. /a/ – pit, pat 3. /a/ – limp, lamp 3. /a/ – lip, lap
4. /i/ – cat, kit 4. /i/ – fin, fan 4. /i/ – hit, hat 4. /i/ – mitt, mat
5. /o/ – hip, hop 5. /o/ – map, mop 5. /o/ – cat, cot 5. /o/ – top, tap
Correct answers are noted in bold.

Progress Monitoring—Phonemes (Two or Three)
Student:
Progress Monitoring
Phonemes Skill
Date
Blending (Two or Progress

Three Phonemes) Monitoring #
Score
(Goal: 4 or 5
out of 5)
Date
Isolating Target
Progress
Sounds (Initial and
Monitoring #
Medial Positions)
Score
(Goal: 4 or 5
out of 5)

55
Directions: For each segmented word said, have students circle the matching picture for each line. (See directions under Unit 3, Section I:
56
Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.

Blending score
Blending Progress Monitoring 1
Directions: For each segmented word said, have students circle the matching picture for each line. (See directions under
Unit 3, Section I: Phonemes—Progress Monitoring.)
Name:
1.
2.
4.
3.
5.
Blending score

57
Directions: For each segmented word that is said, have students circle the matching picture for each line. ((See directions under
58
Unit 3, Section I: Phonemes—Progress Monitoring.) Name:
1.
2.
4.
3.
5.

Blending score
Directions: For each segmented word that is said, have students circle the matching picture for each line. (See directions under
Name:
1.
2.
4.
3.
5.
Blending score

59
Directions: For each sound provided, have students circle the picture containing the sound for each line. (See directions under
60
1.
2.
4.
3.
5.

Isolating sounds score
Isolating Sounds Progress Monitoring 1
Name:
1.
2.
4.
3.
5.

61
Directions: For each sound provided, have students circle the picture containing the sound for each line. ((See directions under
62
1.
2.
4.
3.
5.

10

Name:
1.
2.
4.
3.
5.

63
Section II
Phonics

Determining Student Need for Section II, Phonics
IF
A B C D E
Student struggles Student struggles Student struggles with Student struggles with Student scores 20
with Unit 3 Objective: with Unit 3 Objective: Unit 3 Objective: Read Unit 3 Objective: Read, or less on Part Two
Recognize, isolate, and Recognize, isolate, and write any spell, and/or write of the Unit 3 Student
write the spellings for and write single letter one-syllable short chains of one-syllable Performance Task
short vowel sounds spellings for consonant vowel CVC words short vowel words Assessment
(/a/, /o/, & /i/) sounds (/m/, /t/, /d/, /k/, and/or performs
& /g/) poorly on other
evaluations of reading
and spelling with the
target letter-sound
correspondences
for Unit 3
Review with Pausing Point: Read Two- and Three- Then, target specific areas of
Sound Words and/or Spell Two- and Three-Sound weakness by following track
Words with Spelling Cards A, B, C, or D.

expectations, then to struggle

THEN USE
Section II: Phonics
67
Lesson Template
Phonics: Target Sound/Spellings
(‘m’ > /m/, ‘t’ > /t/, ‘d’ > /d/, ‘c’ > /k/, ‘g’ > /g/, ‘a’ > /a/, ‘o’ > /o/, ‘i’ > /i/)
Focus:
Phonics:
Target
Sound/
Spellings Teaching Materials
Objective: Prompt student attention to the connection between written letters and
spoken sounds for taught sound/spellings.
Exercise: Play Match Me. Using sets of the Letter Cards, students “match you”
according to the information you provide for target sound/spellings from Unit 3.
You may choose to complete a select review of specific sound/spellings with which
students demonstrated difficulty or a mixed review of all taught sound/spellings
(see Sound/Spellings Chart).
• Provide each student with a set of Letter Cards for the sound/spellings
target in the Warm-Up. Sound/
Warm-Up Spelling
• Tell students you will either say the sound or show the spelling.
Chart, Letter
• If a sound is provided, students should find the corresponding spelling Cards
(Letter Card)
• If a spelling (Letter Card) is shown, students should prepare to provide the
corresponding sound when prompted.
• If anyone provides an incorrect answer, correct the error, and have students
repeat the item.
Keeping notes on the Sound/Spellings Chart regarding information mastered,
progressing, or unfamiliar will help you formulate future questions targeted to
student need.
Objective: State the purpose for using sound/spelling knowledge and model the
desired performance.
Learning about Target Sound/Spellings: Select a Review the Sound/Spelling page
to re-teach sound/spellings.
Review the
Explicit • Remind students of the articulation needed to make the target sound (See
Sound/
Instruction the Articulation Chart in Section I).
Spelling
• Discuss the picture of the sound and briefly review the strokes for letter
formation.
• Have students complete the bottom of the page by writing the sound/
spelling on the handwriting line for the images utilizing the target sound.

Focus:
Phonics:
Target
Sound/
Chaining List
Objective: Provide an engaging opportunity to develop target sound/spelling (Letter Cards
knowledge with decreasing support as students’ skills strengthen. if needed)
Working with Target Sound/Spellings: Students are familiar with chaining from the Dry Erase
Unit 3 Skills Strand Lessons. Here students will apply their knowledge similarly. Board or
The difference will be the teacher and students will write the words. (Writing for Chart Paper
students reinforces knowledge of letter formation and spelling patterns.) and Marker
• Select a chaining list. (See Chaining Lists under Word Lists for suggestions.) Dry Erase
• Display the letters utilized in the chain. The letters may be written at the Board, Dry
top of the board or chart paper or may be letter cards set out in front of Erase Marker,
students on the table. and Eraser,
Guided or Paper with
Practice • Start with chaining for reading. (Decoding tends to be less challenging Handwriting
than encoding.) Tell students you will use the letters to write words for Lines and
them to read. Pencils for
• Write the first word and tell students to look at the pictures of the sounds each student
from left to right. As they look at the pictures, they need to remember the Activity
sounds the pictures stand for and blend the sounds together to make the Dependent:
word. Worksheet
• Make the letter change needed for the next word and describe the change and/or Game
as it is made. For example say, “Now I’m taking away the /t/ and putting a resources
/d/ at the end of the word. What word did I make now?” Progress
• Continue until the chain is complete. Monitoring
resources

Focus:
Phonics:
Target
Sound/
If support is needed, model the sounds and blending. Also encourage students
to use the blending motions they have learned.
• Next use the same or an alternate chain for spelling. Tell students you will
say words for them to write, and for each new word they will only need to
change one letter.
• Say the first word and tell students to segment the word into sounds. As
they break apart the sounds, they need to remember the picture of the
Guided sound and write each down from left to right.
Practice • Provide the next word and have students explain the change they had to
(Cont.) make from the previous word.
• Continue until the chain is complete.
If support is needed, model breaking the sounds apart and writing the picture for
each sound.
Application of Skills: Select Worksheets and Games allowing students to apply
target sound/spelling knowledge.
Progress Monitoring Option: Incorporate progress monitoring checks here as
needed.
Objective: Allow students to practice targeted sound/spelling knowledge with high

levels of independence as they strive for mastery.
Independent Guided
Practice Practicing and Extending Skills with Target Sound/Spellings: Revisit previously Practice
taught activities allowing students to practice target sound/spelling knowledge
with classmates.

Phonics: Target Sound/Spellings
(‘i’ > /i/)
Focus:
Phonics:
Target Sound/
Spelling
(‘i’ > /i/) Teaching Materials
Objective: Prompt student attention to the connection between written letters
and spoken sounds for taught sound/spellings..
Exercise: Play Match Me. Using sets of the Letter Cards, students “match
you” according to the information you provide for target sound/spellings from
Unit 3.
(Students are working well with all consonants that have been taught and
struggling with the vowels. Short /a/ has been explicitly taught and is reviewed
here. Short /i/ will be the focus in today’s lesson.)
• Provide each student with a set of Letter Cards (‘m’, ‘t’, ‘d’, ‘c’, ‘g’, ‘a’,
& ‘o’).
• Tell students you will either say the sound or show the spelling.
Sound/Spelling
Teacher Prompt Student Response
Chart and Letter
Warm-Up
/m/ ‘m’ Cards for (‘m’,
‘t’, ‘d’, ‘c’, ‘g’, ‘a’,
‘t’ /t/
& ‘o’; NOT ‘i’)
‘d’ /d/
/k/ ‘c’
/g/ ‘g’
/a/ ‘a’
‘o’ /o/
•
If anyone provides an incorrect answer, correct the error, and have
students repeat the item.
Reminder: Keep notes on the Sound/Spellings Chart regarding information
mastered, progressing, or unfamiliar.

Focus:
Phonics:
Target Sound/
Spelling
Objective: State the purpose for using sound/spelling knowledge and model
the desired performance.
Learning about Target Sound/Spellings: Use the Review the Sound/Spelling
page for ‘i’ to re-teach the sound/spelling.
• Remind students of the articulation needed:
Review the
Explicit Phoneme Articulation Features Voice Stretch
Sound/Spelling
Instruction
Mouth is open wide and jaw is higher (i) page
/i/ On Yes
than it is for /a/
• Briefly review the strokes for letter formation.

• Have students complete the bottom of the page by writing the
sound/spelling on the handwriting line for the images depicting the
target sound.
Objective: Provide an engaging opportunity to develop target sound/spelling
knowledge with decreasing support as students’ skills strengthen.
Working with Target Sound/Spellings: Students are familiar with chaining from
the Unit 3 Skills Strand lessons. Here, students will apply their knowledge Chaining List
similarly. The difference will be the teacher and students will write the words. and Letter
(Writing for students reinforces knowledge of letter formation and spelling Cards (‘m’, ‘t’,
patterns; however, if the motor aspect of writing inhibits student attention to ‘d’, ‘g’, and ‘i’)
sound/spelling connections, letter cards can be used instead.) Dry Erase Board
• Select a chaining list: it > mit > dit > git and Marker
• Display the letter cards on the table in front of students: ‘m’, ‘t’, ‘d’, Dry Erase
‘g’, and ‘i’. Board, Dry
Guided
• Start with chaining for reading. Tell students you will use the letters to Erase Marker,
Practice
write words for them to read. and Eraser for
• Write the first word (it) and tell students to look at the pictures of the each student
sounds from left to right, noticing the vowel sound /i/ attached to /t/. Sound Boxes,
As they look at the pictures, they need to remember the sounds the Letter Cards
pictures stand for and blend the sounds together to make the word. (‘m’, ‘t’, ‘d’, ‘g’,
• Tell students you will add sounds to the beginning of this /i/ /t/ and ‘i’), and
combination to make new words. Explain the letter change needed Making Words
for the next word is ‘m’ > /m/ and describe the change as it is made
saying, “Now I’m adding the /m/ and to the beginning of the word.
What word did I make now?”
• Continue until the chain is complete.

Focus:
Phonics:
Target Sound/
Spelling
If support is needed, model the sounds and blending. Also encourage

students to use the blending motions they have learned.
1. Next use the same chain for spelling. Tell students you will say words for
them to write, and for each new word they will only need to change one
letter.
2. Say the first word (it) and tell students to segment the word into sounds.
As they break apart the sounds, they need to remember the picture of the
sound and write each down from left to right.
3. Provide the next word (mit) and have students explain the change they
Guided had to make from the previous word. (Put /m/ at the beginning.)
Practice
(Cont.) 4. Continue until the chain is complete.
If support is needed, model breaking the sounds apart and writing the picture
for each sound.
Application of Skills: Provide students with a copy of Sound Boxes, the
needed Letter Cards, and Making Words (Initial Position) 4. Students should
be familiar with completing the Making Words page and using the Sound
Boxes to build words from previous lessons.
Progress Monitoring Option: (Students are still developing the ability to
distinguish vowel sounds and are not ready for a comprehensive check of
Unit 3 target sound/spellings.)
Objective: Allow students to practice target sound/spelling knowledge with

high levels of independence as they strive for mastery.
Independent Practicing and Extending Skills with Target Sound/Spellings: Provide a clean Continued from
Practice copy of Making Words (Initial Position) 4 and ask students to complete the Guided Practice
page again without using the Sound Boxes. Once the words are complete,
circle the real words and (optional) sketch a picture of each one.

Directions: Copy (card stock is recommended to allow for reuse) and cut out these Letter Cards for use with the Unit 3 Section II activities: Match Me
(See directions within the Lesson Template Warm-Up section.), Push & Say (See directions under Phonics—Worksheets.), and Race to the Top (See
Name:
directions under Phonics—Games.). Note: Consonants used in the initial and final position when building words are provided twice on this page.
t
g
d
m
t
g
d
m

75
Letter Cards 1
Directions: Copy (card stock is recommended to allow for reuse) and cut out these Letter Cards for use with the Unit 3 Section II activities: Match Me
76
(See directions within the Lesson Template Warm-Up section.), Push & Say (See directions under Phonics—Worksheets.), and Race to the Top (See Name:
directions under Phonics—Games.). Note: Consonants may be used in the initial and final position when building words are provided twice on this
page.

o i
c a
Letter Cards 2
Dimensions of Difficulty
Lessons can be crafted to be more or less difficult by varying the salience
(i.e., sound clarity) of phonemes and the type of phoneme contrasts that are
examined. The chart below illustrates how lessons can be designed to be more
or less challenging across both dimensions.
Contrast Phonemes with
Contrast Phonemes
Similar Articulation
with Distinct
Least Difficult Articulation Features
Features
(e.g., minimal pairs /a/ and
(e.g., /m/ and /a/)
/i/)
Phonemes
Consonants with
Continuous Sound
(i.e., can be stretched) /m/
Consonants with
Plosive Sound
(i.e., cannot be stretched)
/t/, /d/, /k/, and /g/
Vowels /a/, /o/, and /i/ Most Difficult

Sound/Spellings Chart
Consonants Single Short Vowels
‘m’ > /m/ (mat) ‘a’ > /a/ (mad)
‘t’ > /t/ (tag) ‘o’ > /o/ (mom)
‘d’ > /d/ (dad) ‘i’ > /i/ (dig)
‘c’ > /k/ (cat)
‘g’ > /g/ (dog)

Phonics Skills Cross-Reference Chart
Unit 3 Lessons
Phonics Skill/ Unit 3 Pausing
CKLA Goal Point
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Sound/Spelling Review
Recognize, Isolate, Teacher
and Write the Modeling; Teacher Teacher
Sound Sprints; Simon Says
Spellings for Short Meet the Modeling; Modeling;
T-Chart T-Chart Sounds
Vowel Sounds (/a/, Spelling Meet the Meet the
Sort Sort
(/a/) Spelling Spelling
/o/, and /i/)
(/o/) (/i/)
Sound/Spelling Review
Recognize, Isolate,
and Write Single Teacher Teacher
Modeling; Teacher Modeling; Teacher Teacher
Letter Spellings for Sound Sprints; Simon Says
Meet the Modeling; Meet the Modeling Modeling;
Consonant Sounds Sounds
Spelling Meet the Spelling & Meet the Meet the
(/m/, /t/, /d/, /k/, and (/m/) Spelling (/d/); Spelling Spelling
/g/) (/t/) T-Chart (/k/) (/g/)
Sort
Stomp
Label the and Spell;
Teacher Eraser
Read and Write Any Picture; Label the Label the Word Box; Label the Picture;
Modeling; Word Man; Circle
Spelling Spelling Picture; Picture; No Ride for You!; Real Word
One-Syllable Short Meet the Connect It Reading Connect It Spelling;
Worksheet Hopscotch; Spelling Circle or Silly Word; Word Reading
Vowel CVC Word Spelling Practice Stomp and
Practice Hopscotch Spelling; Sprints; Circle Spelling
(/a/) Spell
Pack Word
Wheel
Read, Spell, and/or

Chaining
Write Chains of One- Pocket Chart Chaining for
(Reading only in Lessons 3 & 4 & 6–9, and Reading & Spelling in Lessons 5 & 10–12)
Syllable Short Vowel Reading AND for Spelling
Words
All activities promote CKLA Goal: Demonstrate understanding that a systematic, predictable relationship exists between written letters
and spoken sounds.

All Phonics Goals are restricted to: ‘m’ > /m/; ‘a’ > /a/; ‘t’ > /t/; ‘d’ > /d/; ‘o’ > /o/; ‘c’ > /k/; ‘g’ > /g/; and ‘i’ > /i/
79
Phonics—Word Lists
Two-Phoneme Three-Phoneme Real Words

Real Words /m/ /t/ /d/ /k/ /g/
am mad tag dad cat gag
at mat tot dam cod gig
it mom dot cog got
dog cot
did
dig
dim
Two-Phoneme Three-Phoneme Pseudowords

Pseudowords /m/ /t/ /d/ /k/ /g/
ag mam tat dod cam gog
im mim tam dat cad gam
id mag tad dag cag gat
ig mot tom dom com gad
om mod tod dit gom
ot mog tog
og mig tim
tid
tig

Chaining Lists for Reading or Spelling
All chains are designed in such a way that if you reach the end and wish to
continue you may simply repeat the chain.
Letter Cards
Needed ‘m’ > /m/, ‘a’ > /a/, Adding ‘o’ > /o/, ‘c’ > /k/,
Adding ‘i’ > /i/
for Sound/ ‘t’ > /t/, and ‘d’ > /d/ and ‘g’ > /g/
Spellings
mat > at > tat > dat dog > cog > tog > mog > it > mit > dit > git
Manipulating gog
dad > mad > ad > tad
Initial Position cot > tot > dot > mot > got
Only dam > tam > mam >
am
dad > mad > mat > at tag > tad > dad > mad > mat dig > gig > mig > mid > did > dim > gim > gid >
> ad > dad > mad > cat > gat > gag git > it > mit > mig
at > mat > mad > dad dad > dam > gam > cam > dim > did > gid > gig > tig > dig > did > mid > tid
> tad > ad cat > mat > mad > tad > tim
Manipulating dad > tad > mad > mat tag > gag > gad > mad > tad gig > tig > dig > did > dim > tim > mim > mit > dit
Initial and > at > ad > am > dam > cad > cat > mat > mag > dig
Final Position > mam > mad
mom > tom > tot > dot > cot
Only ad > at > mat > mad > got > gom
> tad > mad > dad
dod > dom > om > ot > mot
> dam > am > tam
> tot > dot
> tad
cot > got > tot > dot > dog >
tog > cog
at > mat > cat > cot > dot > dig > gig > gag > tag > tad > mad > dad > did >
tot > tat dim
cod > cot > cat > mat > mad it > at > cat > mat > mad > dad > did > dig > dog
> dad > cad > dot > dit
ad > at > cat > cot > tot > it > at > mat > mad > mid > did > dig > gig > git
dot > dated
gim > mim > mit > git > dit > dat > gat > gad >
tag > tad > dad > ad > at > gid
cat > cot > got > tot > tat
it > at > mat > cat > cot > dot > dit
dag > cag > ag > og > om >
gag > tag > tad > dad > did > dig > dag
Manipulating com > dom > gom > gam
N/A, ‘a’ > /a/ is the > gag
Initial, Medial, at > mat > mad > mid > did > dad > dat
only vowel in this
and Final category. at > cat > cot > got > dot > dog > dot > got > tot > cot > cat > cot > cog
Position dog > gog > gag > gat
tig > gid > gad > gam > gom > com > tom > tid
am > ad > at > cat > cam >
dam > dad > mad > mac > mot > ot > og > ig > mig > mog
mat > mam ag > cag > dag > dat > dit > git > gat > gag
cog > dog > dot > cot > cod dod > dom > om > im > mim > mit > mid > mod
> tod > tad > tag > gag >
gat > cat > cot dim > dig > did > dad > mad > mat > cat > dat >
dit
got > dot > cot > cat > at > it > dit > dot
tad > dad > mad > mid > did > dig > tig > tag
Note: Pseudowords are often included in the chains, especially at this early stage when the number of real words
that can be read or spelled is limited. Spelling pseudowords also forces students to solely use phonics knowledge
because they cannot rely on memorized spelling. You may wish to point out when a word is not a real word or ask
students to identify when a silly word is included.

Phonics—Worksheets
Review the Sound/Spelling
Review the target sound/spellings from Unit 3 with these worksheets.
• The image of the girl pronouncing the target sound is provided to prompt
attention to the articulation of the sound (See the Articulation Chart in Section I).
The word provided is an exemplar allowing students to listen for the target
sound within a word.
• Letter formation arrows are also provided for the picture of each sound, which
can serve as a reference when writing and/or as tracing practice if used with a
clear plastic sleeve and dry erase marker.
• A few items are revisited from the Meet the Spelling Worksheets of Unit 3 to
prompt students to listen for the target sound and practice its letter formation.
Consonants Single Short Vowels

Review the Sound/Spelling 1–5 Review the Sound/Spelling 6–8
‘m’ > /m/ ‘a’ > /a/
‘t’ > /t/ ‘o’ > /o/
‘d’ > /d/ ‘i’ > /i/
‘c’ > /k/
‘g’ > /g/

Directions: Review the Sound/Spelling pages are provided for re-teaching the Unit 3 target sound/spellings. Students review articulation, reinforce
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit
Name:
Instruction section.)
mat 2
3
1

83
Review the Sound/Spelling 1 (/m/)
84
knowledge of letter formation, and apply phonics knowledge with practice items. (See directions within the Section II Lesson Template Explicit Name:

tag

2
1
Review the Sound/Spelling 2 (/t/)
Name:
dad 1
2

85
Review the Sound/Spelling 3 (/d/)
86

cat

Review the Sound/Spelling 4 (/k/)
Name:
dog 1
2

87
Review the Sound/Spelling 5 (/g/)
88

mad

1
2
Review the Sound/Spelling 6 (/a/)
Name:
mom 1

89
Review the Sound/Spelling 7 (/o/)
90

dig

1
2
Review the Sound/Spelling 8 (/i/)
Push & Say
Use Sound Boxes to have students build words with support for individual
sounds.
• Provide the Sound Boxes page and a set of Letter Cards corresponding to the
words selected for building. Students should line up the letter cards below the
Sound Boxes page.
Note: Multiple copies of consonants are needed for words such as mom, did,
and gag.
• Say a word, such as did.
• Students echo the word and then individually work to select the Letter Cards for
the sound/spellings identified as they segment the word into phonemes.
• Have students place the Letter Cards directly below the boxes in the correct
positions from left to right. Tell students they will not always use all the sound
boxes.
• Once you see a student is ready, ask him or her to push the cards into the
boxes from left to right and say the sound as he or she pushes each card.
Immediately, students should run their finger under the word in one smooth
motion and say the whole word blended.
• Clear the board for the next word.
• Sound Boxes can be used in varied ways:
• Select words from the Phonics—Word Lists for students to practice
building and blending target sound/spellings.
• Students who struggle to write the words from the Making Words activities
in this section, may be supported by building in Sound Boxes first and then
copying the word onto the handwriting lines.
• Sound Boxes may also support students during Chaining activities. For
reading the teacher may build or write sound/spellings in the boxes to help
highlight the positions of phonemes, particularly helping to focus student
attention to the correct position as spellings change to form a new word.
Similarly, for spelling the students may build or write sound/spellings in the
boxes for support as they break apart and record the phonemes they hear
in words.
• If additional support is needed, first practice by asking students to flip their
Letter Cards over to the blank side and Push & Say for a few practice words
using the blank side of the cards. This removes the component of identifying
the correct sound/spelling, allowing students to start with a focus on the
sounds and their positions before adding in the task of connecting the sounds
to spellings.

• It will be least difficult for students to build words in which the vowel and final
position consonant stay the same and only the beginning sound is changed
(e.g., it > mit > kit > dit). The next step is to keep a stable vowel and only
change the beginning and ending sounds (e.g., mat > mad > dad > tad) If
successful, ask students to manipulate sounds from any position (e.g., got >
dot > dog > dig).

Directions: This Sound Boxes page is provided for use with the Unit 3 Section II activity Push & Say. Say a two- or three-phoneme word. Students
echo the word and segment the sounds, placing corresponding letter cards below the boxes from left to right. Then students push the letter cards
Name:
into the boxes from left to right and say the sound as they push each card. Immediately, students run their finger under the word in one smooth
motion and say the whole word blended.

93
Sound Boxes: Phonics
Making Words
Students reinforce phonics knowledge by making words.
• Select a Making Words page according to the sound-spellings targeted for
remediation.
• Pages 1–6 offer the highest level of support by having students make
words by manipulating the sound in the initial position only.
• Pages 7–9 have students make words by manipulating the sound in the
initial and final position.
• Model how to use the letters surrounding the center box to make words.
• Tracing the path of letters may support students as they attempt sound-spelling
combinations.
• Students write the words they make on the lines provided below.
• Ensure comprehension by asking students to identify the read words and use
them in an oral sentence or sketch a picture.
• More words can be created than the number of lines provided. For students
who are capable of productively continuing to create additional words, the
Extension Page can be copied and provided.
• If students struggle to write the words onto the handwriting lines, scaffold them
by providing the Sound Boxes in a plastic sleeve with a dry erase marker. The
Sound Boxes offer support for writing the individual sounds, and the words
can then be copied onto the handwriting lines. Another option, if slightly less
support is needed, is to draw vertical lines on the handwriting lines segmenting
them into spaces for sound-spellings.

Name:
Making Words (Initial Position) 1
m
Directions: Students use the letters surrounding the center box to make words and write the words on the lines provided below.
c -ad d
g

Name:
m
c -am d
t

Name:
t
c -at d
g

Name:
m
- -it d
g

Name:
m
c -og t
d

Name:
t
c -ot d
g

Directions: Students use the letters surrounding the vowel as either beginning or ending sounds. Students write the words on the lines provided
below.
Name:
a d
g
m
t

101
Making Words (a) 7
102
below. Name:

d

c
g
o t
Making Words (o) 8
below.
Name:
i d
g
m
t

103
Making Words (i) 9
Name:
Making Words 7–9 Extension Page

Directions: Students record additional words created from the Making Words 7–9 worksheets on the handwriting lines provided.

Phonics—Games
Note To Teacher
Reviewing the names of images prior to utilizing them in activities is typically
prudent. However, in this section, only images familiar to students are utilized
and it is likely review will not be necessary.
BINGO
Students can apply learned sound/spelling knowledge from Unit 3 to read
words as they play the traditional game BINGO. Here, the game is tailored
appropriately for students’ developmental level with only three spaces across,
down, or diagonal.
• The word cards needed to copy and cut out are provided following the game
boards. We recommend copying and cutting the boards and word cards from
card stock to allow for reuse.
• Any collection of tokens can be used for students to cover spaces on their
game boards (e.g., cubes, beans, tiles, etc.).
• As word cards are selected and read, students search for the word on their
game board.
• Ask students to put their finger on the word if they find it and read it aloud
to confirm they are correct before covering the space.
• When students are incorrect, use the opportunity to address the confusion.
• When students are correct ask, “How did you know that was ?” (This
verbalization of knowledge or strategies used is powerful for reinforcing
learning.)
• The game may be played until one or all students get three spaces covered in a
row, or until one or all students get “black-out” (covering the entire board).

Directions: Copy (card stock is recommended to allow for reuse) and cut out the game boards. Students apply phonics knowledge by reading words
106
to play the traditional game BINGO. (See directions under Phonics—Games.) Name:

dig
cat
cat
dot
dot
mat

tot
am
got
cod
mom
mom
it
at
gig
got
dim
dog
BINGO Boards 1
to play the traditional game BINGO. (See directions under Phonics—Games.)
Name:
it
did
gig
dim
mat
mom
at
did
am
cot
got
dog
gig
tag
dot
cod
dad
mad

107
BINGO Boards 2
108
to play the traditional game BINGO. (See directions under Phonics—Games.) Name:

tot
cat
dot
dim
cog
mom

it
dot
got
cod
dog
mad
at
tot
am
cat
mat
cog
BINGO Boards 3
to play the traditional game BINGO. (See directions under Phonics—Games.)
Name:
at
dig
dig
am
cod
mad
did
tag
cot
cot
dad
dog
gig
tag
got
dim
cog
dad

109
BINGO Boards 4
Name:
BINGO Cards
Directions: Copy (card stock is recommended to allow for reuse) and cut out the words cards for use with BINGO Boards. (See directions under
cat tag mad dim
mom mat did cot
got dot am cod
dog gig at cog
dig dad it tot

Phonics—Games.)

Race to the Top
• Each student gets their own ladder game board and game piece, and will share
a set of game cards. (We recommend copying and cutting the images from card
stock to allow for reuse.)
• Students perform according to the cards used and game variation chosen. For
correct answers students move up a rung; for incorrect answers students fall
down a rung. The first one who gets to the top wins.
• Using Letter Cards: Cards can be placed face down between the students.
• Give the Sound: As Letter Cards are flipped over, students provide the
correct sound.
• Give the Word: As Letter Cards are flipped over, students provide a word
starting with the sound.
• Using Word/Picture Cards: Cards should be concealed and drawn from a
container, such as a brown bag.
• Read It: As cards are drawn, the word side of the card is shown to the
opposing player to be read. The picture side allows for
confirmation/correction.
• Spell It: As cards are drawn, the picture side of the card is shown to the
opposing player to be spelled (e.g., on a dry erase board). The word side
allows for confirmation/correction.
Memory
Provide students with a set of cards which include some with words and others
with the corresponding images for those words (Word/Picture Cards). We
recommend copying and cutting the images from card stock to allow for reuse.
For Memory the images will need to be copied onto darker colored paper,
otherwise students can see the images through the paper when they are turned
over.
• Model how to mix up the cards, lay them out, and take turns turning pairs over
to look for matches.
• The goal is to match the word with its corresponding image.
• As students become comfortable with the game it may be played
independently.

Directions: Copy (card stock is recommended to allow for reuse) this page for the game Race to the Top. Students apply sound/spelling knowledge
112
when played with Letter Cards. More complex phonics knowledge is applied when played with Word/Picture Cards. (See directions under Unit 3, Name:
Section II, Phonics—Games.)

Race to the Top
Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics – Games.) For Race to the Top, copy
(card stock is recommended to allow for reuse) and cut out word/picture pairs, fold along the middle line, and tape together providing two-sided cards. For
Name:
Memory, copy (darker colored card stock is recommended to prevent seeing through and allow for reuse) and cut out, separating word and picture cards.

113
Word/Picture Cards 1
Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics—Games.) For Race to the Top, copy
114
(card stock is recommended to allow for reuse) and cut out word/picture pairs, fold along the middle line, and tape together providing two-sided cards. For Name:

Directions: These Word/Picture Cards are provided for use with the Unit 3 Section II games. (See directions under Phonics—Games.) For Race to the Top, copy
(card stock is recommended to allow for reuse) and cut out word/picture pairs, fold along the middle line, and tape together providing two-sided cards. For
Name:

115
Phonics—Progress Monitoring
monitoring was facilitated by charting general performance levels and scoring
unassisted items from the Guided Practice portion of the lessons. For Unit
3 and beyond, progress monitoring continues to be a form of assessment
integrated into instruction. The resources create a systematic record of student
to Intervention (RtI). We recommend using the progress monitoring resources
provided:
• within the Guided Practice section of the lesson plans. The resources are
designed to parallel instructional tasks, allowing for brief, seamless integration.
The intention is not to burden instructional time with additional assessments.
• only when, based on observation of instructional performance, students appear
to be ready for a comprehensive check of the target skills for this section of Unit
3. Set schedules for progress monitoring assessments tend to result in their
overuse. The resources are intended to serve as confirmation and meaningful
record of student progress, as opposed to a collection of numbers.
• to inform instruction! If student mastery of the target skills is confirmed by
a progress monitoring assessment, then teachers can be confident in the
decision to move students forward. If students do not achieve the goal scores
for a progress monitoring assessment, analysis of errors will indicate areas of
continued instructional need.
Directions
Preparation: This assessment involves asking individual students to read five
words. In addition to Word Reading, assessments for Pseudoword Reading are
also included. Pseudoword Reading assessments are provided as an option
if you suspect students have memorized some of the words and are using
automatic word recognition instead of applying decoding knowledge. This may
be the case with students in need of remediation and reteaching who have
had extended and repeated opportunities to work with these specific words.
Copy the page of words with the corresponding record sheet for the Progress
Monitoring Assessment (#1–4) you have selected, and cut out the words.
• Show the cards to the student one at a time.
• Use the record sheet to record each word as the student reads.
• Place a check next to each word read correctly.

• For misread words, write exactly what students say as the word is sounded out.
If students misread a word, prompt them to try to read the word again, letting
them know their first attempt was incorrect.
• Students may benefit from the supports utilized during instruction such as
blending motions and representing sounds with objects (e.g., Push & Say).
Demonstrate and encourage their use during modeling with the sample item
if needed. The goal is for students to eventually be capable of completing the
tasks without physical supports or, at least, utilizing the supports independently
(without your prompt).
• Scoring: Scoring is based on one point assigned for every sound read correctly
in a word. Interpret scores as follows:
• 14–15 points—excellent
• 11–13 points—good
• 8–10 points—fair
• Less than 8 points—poor
• Further analyze student errors to determine whether there are one or more
individual letter-sound correspondences that are particularly problematic. The
subtotals for each sound-spelling at the bottom of the record sheets facilitate
the identification of specific problem areas.
• Also examine whether there are mispronunciations occurring more frequently in
a given position in words. For example, does the student read the initial sound
correctly, but misread the medial and/or final sound?
• Finally, examine whether the student succeeded in reading words correctly on
the second attempt. If so, the student may be rushing and may benefit from
explicit instruction to slow down and look at each letter in a word sequentially,
left to right.
• Goal: Achieve scores of good or excellent.
• Scores of 10 or less indicate additional re-teaching and reinforcement is
required from Assessment and Remediation Guide Unit 3 Section II: Phonics.

Name:
Word Reading Progress Monitoring 1
dot did
tag cat
mom gig
Record Sheet for Word Reading Progress Monitoring 1:
Word Student Pronunciation

Sample: dot
1. tag /t/ /a/ /g/ (3)
2. mom /m/ /o/ /m/ (3)
3. did /d/ /i/ /d/ (3)
4. cat /k/ /a/ /t/ (3)
5. gig /g/ /i/ /g/ (3)
Total Correct /15
‘c’ > /k/ (4) /1 ‘a’ > /a/ (1, 4) /2 ‘t’ > /t/ (1, 4) /2
‘m’ > /m/ (2) /2 ‘o’ > /o/ (2) /1 ‘d’ > /d/ (3) /2
‘g’ > /g/ (1, 5) /3 ‘I’ > /i/ (3, 5) /2

Name:
dot mat
cot got
dad dig

Sample: dot
1. cot /k/ /o/ /t/ (3)
2. dad /d/ /a/ /d/ (3)
3. mat /m/ /a/ /t/ (3)
4. got /g/ /o/ /t/ (3)
5. dig /d/ /i/ /g/ (3)
Total Correct /15
‘c’ > /k/ (1) /1 ‘a’ > /a/ (2, 3) /2 ‘t’ > /t/ (1, 3, 4) /3
‘m’ > /m/ (3) /1 ‘o’ > /o/ (1, 4) /2 ‘d’ > /d/ (2, 5) /3
‘g’ > /g/ (4, 5) /2 ‘I’ > /i/ (5) /1

Name:
dot dim
mad cot
tag dog

Sample: dot
1. mad /m/ /a/ /d/ (3)
2. tag /t/ /a/ /g/ (3)
3. dim /d/ /i/ /m/ (3)
4. cot /k/ /o/ /t/ (3)
5. dog /d/ /o/ /g/ (3)
Total Correct /15
‘c’ > /k/ (4) /1 ‘a’ > /a/ (1, 2) /2 ‘t’ > /t/ (2, 4) /2
‘m’ > /m/ (1, 3) /2 ‘o’ > /o/ (4, 5) /2 ‘d’ > /d/ (1, 3, 5) /3
‘g’ > /g/ (2, 5) /2 ‘I’ > /i/ (3) /1

Name:
dot cod
tot gag
dig mat

Sample: dot
1. tot /t/ /o/ /t/ (3)
2. dig /d/ /i/ /g/ (3)
3. cot /k/ /o/ /d/ (3)
4. gag /g/ /a/ /g/ (3)
5. mat /m/ /a/ /t/ (3)
Total Correct /15
‘c’ > /k/ (3) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (1, 5) /3
‘m’ > /m/ (5) /1 ‘o’ > /o/ (1, 3) /2 ‘d’ > /d/ (2, 3) /2
‘g’ > /g/ (2, 4) /3 ‘I’ > /i/ (2) /1

Name:
Pseudo Word Reading Progress Monitoring 1
tid dit
mod tam
gid cag
Record Sheet for Pseudo Word Reading Progress Monitoring 1:

Sample: tid
1. mod /m/ /o/ /d/ (3)
2. gid /g/ /i/ /d/ (3)
3. dit /d/ /i/ /t/ (3)
4. tam /t/ /a/ /m/ (3)
5. cag /k/ /a/ /g/ (3)
Total Correct /15
‘c’ > /k/ (5) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (3, 4) /2
‘m’ > /m/ (1, 4) /2 ‘o’ > /o/ (1) /1 ‘d’ > /d/ (1, 2, 3) /3
‘g’ > /g/ (2, 5) /2 ‘I’ > /i/ (2, 3) /2

Name:
tid tog
cad mot
gim dag

Sample: tid
1. cad /k/ /a/ /d/ (3)
2. gim /g/ /i/ /m/ (3)
3. tog /t/ /o/ /g/ (3)
4. mot /m/ /o/ /t/ (3)
5. dag /d/ /a/ /g/ (3)
Total Correct /15
‘c’ > /k/ (1) /1 ‘a’ > /a/ (1, 5) /2 ‘t’ > /t/ (3, 4) /2
‘m’ > /m/ (2, 4) /2 ‘o’ > /o/ (3, 4) /2 ‘d’ > /d/ (1, 5) /2
‘g’ > /g/ (2, 3, 5) /3 ‘I’ > /i/ (2) /1

Name:
tid dod
mim gad
tig cam

Sample: tid
1. mim /m/ /i/ /m/ (3)
2. tig /t/ /i/ /g/ (3)
3. dod /d/ /o/ /d/ (3)
4. gad /g/ /a/ /d/ (3)
5. cam /k/ /a/ /m/ (3)
Total Correct /15
‘c’ > /k/ (5) /1 ‘a’ > /a/ (4, 5) /2 ‘t’ > /t/ (2) /1
‘m’ > /m/ (1, 5) /3 ‘o’ > /o/ (3) /1 ‘d’ > /d/ (3, 4) /3
‘g’ > /g/ (2, 4) /2 ‘I’ > /i/ (1, 2) /2

Name:
tid mig
gat dat
com tod

Sample: tid
1. gat /g/ /a/ /t/ (3)
2. com /k/ /o/ /m/ (3)
3. mig /m/ /i/ /g/ (3)
4. dat /d/ /a/ /t/ (3)
5. tod /t/ /o/ /d/ (3)
Total Correct /15
‘c’ > /k/ (2) /1 ‘a’ > /a/ (1, 4) /2 ‘t’ > /t/ (1, 4, 5) /3
‘m’ > /m/ (2, 3) /2 ‘o’ > /o/ (2, 5) /2 ‘d’ > /d/ (4, 5) /2
‘g’ > /g/ (1, 3) /2 ‘I’ > /i/ (3) /1

Section III
Writing: Lowercase Letter Formation

Determining Student Need for Section III, Writing: Lowercase Letter Formation
IF
A B
Student struggles with Unit 3 Objective: Hold a Student performs poorly on other evaluations of
writing utensil with a tripod (or pincer) grip and lowercase letter formation for the target
make marks on paper (Trace, copy, and write letter-sound spellings for Unit 3
lowercase letters ‘m,’ ‘a,’ ‘t,’ ‘d,’ ‘o,’ ‘c,’ ‘g,’ & ‘i’)
Review with Pausing Point: Write the

Spellings Learned in Unit 3 and/or
Write Two- and Three-Sound Words
If student meets
If student continues
expectations, then
to struggle
THEN USE
Section III: Writing: Lowercase Letter Formation

129
Lesson Template
Writing: Lowercase Letter Formation
Focus:
Lowercase
Letter
Formation Teaching Materials
Objective: Literally warm up the large and small muscles of the arms and
hands used for writing. Activity
Warm-Up
Exercise: Choose two or three handwriting warm-up exercises. (See Dependent
Handwriting Warm-Up Exercises for suggestions.)
Objective: Model the target lowercase letter formation.

Learning about Lowercase Letter Formation: Tell students which sound(s)
you will practice drawing for today’s lesson.
• Demonstrate drawing a large picture of the target sound(s) on chart
paper or the board and saying the letter formation chant while doing
so. (See Letter Formation Chants.) If possible, seat students so they
are looking up for the letter formation modeling and drawing in the
air (see next step), because looking up (chin down, eyes up) helps
students access visual memory.
Writing surface
• Repeat (tracing the first letter), inviting students to draw in the air and and implement
Explicit say the chant with you. (Fun pointers often help engage students!) (e.g., chalkboard
Instruction Students should move their whole arm from the shoulder when and chalk)
drawing in the air.
Pointers for
• Repeat, drawing in the air and saying the chant, this time with eyes each student
closed. Prompt students to pay attention to how their arm and hand
move and feel while their eyes are closed.
• Draw a new large picture of the target sound(s) asking students:
• Where do I start my line?
• Which direction does it go to make a picture of /_/ for writing?
• What do I draw next?
• Draw additional samples forming most letters correctly, but also draw
two or three incorrectly to address common mistakes.

Focus:
Lowercase
Letter
Formation Teaching Materials
Objective: Provide an engaging opportunity to develop letter formation with

decreasing support as students’ skills strengthen. Writing surface
Working with Lowercase Letter Formation: Using individual writing supplies, and implement
ask students to: (e.g., chalkboard
• Demonstrate the tripod grip. (Correct as needed.) and chalk) per
student
• Draw one big picture of a target sound/spelling on the board to show
you. Activity
Guided Dependent:
Practice • Next, erase and draw four pictures of the sound and show you the Worksheet and/
best one. or other drawing
• Then, erase and fill the board with pictures of the sound in differing resources per
sizes. student
Application of Skills: Select Worksheets or Games allowing students to Progress
practice the letter formation(s) focused on in the lesson. Monitoring
Progress Monitoring Option: Incorporate progress monitoring checks here as resources
needed.
Objective: Allow students to practice letter formations near mastery with high
levels of independence. In addition, bolster writing readiness with fine motor
activities if needed.
Practicing and Extending Skills with Lowercase Letter Formation:
Guided Practice
Independent • Practicing Lowercase Letter Formation: Revisit previously taught
Fine Motor
Practice activities allowing students to practice the letter formation(s) in the
Activity
lessons.
resources
• Refining Fine Motor Skills: Engage in an activity promoting fine motor
strength and skill. (See Fine Motor Activities for suggestions. These
activities should be previously taught and practiced before students
are expected to engage with them independently.)

Writing: Lowercase Letter Formation (‘a’ and ‘d’)
Focus:
Lowercase
Letter
Formation
(‘a’ and ‘d’) Teaching Materials
Objective: Literally warm up the large and small muscles of the arms and
hands used for writing.
Warm-Up Exercise: Weighted ball
• Chair sit-ups
• Pass around a weighted ball
Objective: Model the target lowercase letter formation.
Learning about Lowercase Letter Formation: Tell students they will practice
drawing the picture of /a/ and /d/, because the line is important to determine
the difference between them.
• Demonstrate drawing /a/ on the board and saying the letter formation
chant while doing so. (‘a’: Circle to the left, add a short line to me; then
the little /a/ is what you will see.) Seat students on the floor in front of
the board so they are looking up (chin down, eyes up) to help access
their visual memory.
• Repeat (tracing the first letter), inviting students to draw in the air using
their pointers and saying the chant with you. Students should move Dry erase
their whole arm from the shoulder when drawing in the air. board, dry erase
Explicit • Repeat, drawing in the air and saying the chant, this time with eyes marker, and
Instruction closed. Prompt students to pay attention to how their arm and hand tissue
move and feel while their eyes are closed. Pointers for
• Draw a new large picture of /a/ asking students: each student
• Where do I start my line?
• Which direction does it go to make a picture of /a/ for writing?
• What do I draw next?
• Draw additional samples, saying the chant, and make the mistake of
adding a long line down to the circle. If students do not catch your
error, point out your line is too long and makes the /a/ look like a /d/.
Redo the /a/ correctly.
• Repeat steps 1–5 for /d/. (‘d’: Circle to the left, add a long line down to
me; then a little /d/ is what you will see.)

Focus:
Lowercase
Letter
Formation
(‘a’ and ‘d’) Teaching Materials
Objective: Provide an engaging opportunity to develop lowercase letter
formation with decreasing support as students’ skills strengthen.
Working with Writing Grip Strokes and Own Name: Using individual writing Dry erase
supplies ask students to: board, dry
• Demonstrate the tripod grip. (Correct as needed.) erase marker,
and tissue per
• Draw one big picture of /a/* on the board to show you.
student
• Next erase and draw four pictures of /a/* and show you the best one.
Guided In a plastic
Practice • Then erase and fill the board with pictures of /a/* of differing sizes. sleeve for each
• Repeat steps 2–4 for /d/*. student:
*Students should repeat the chant every time they draw a sound. Alphabet
Application of Skills: Provide students with a copy of Alphabet Mural 1 in a Mural 1
plastic sleeve. Ask students to trace all the pictures of /a/ and /d/. Remind Copies of Word
them to say the chant each time they trace a picture of a sound. Reading 2
Progress Monitoring Option: Once students complete their Alphabet Mural
page, ask them to complete Progress Monitoring 2.
Objective: Allow students to practice letter formations near mastery with high
levels of independence. In addition, bolster writing readiness with fine motor
activities.
Practicing and Extending Skills with Writing Strokes and Own Name: Same as Guided
• Practicing Lowercase Letter Formation: Once students complete Practice
Independent Progress Monitoring 2, return their copy of Alphabet Mural 1 in a Two cans of
Practice plastic sleeve to provide additional practice. Invite students to say the beans with slots
sound instead of the whole chant as they trace each letter this time. cut in the top of
• Refining Fine Motor Skills: Provide students with two cans of beans the plastic lids
that have holes cut in the top of the plastic lids. Have students dump
out the beans and, as individuals or teams, race to fill their can back
up.

Methods for Practicing Letter Formation
Gross motor abilities tend to develop before fine motor abilities. Therefore,
the following chart provides options allowing you to meet students at their
motor ability level and steps to foster their fine motor development. If students
struggle to improve their fine motor skills, consult with support staff (e.g.,
occupational therapist, school nurse, etc.) to evaluate for other potential
physical obstacles.
Refining Steps
Surfaces Methods
(Gross to Fine Motor)
• Classroom dry erase board or chalkboard
• Easel
Step 1 Large vertical surfaces • Chart paper taped to the wall
Implements such as a paintbrush with water on the
chalkboard supports large strokes. Implements such as
crayons on easel paper encourage more refined strokes.
• Table or desk covered with paper
• Cookie sheet with rice or shaving cream
• Sand table/box
• Poster board
Step 2 Large horizontal surfaces • Full newspaper sheet
Using the pointer finger in rice, shaving cream, or sand
supports large strokes. Refined strokes are encouraged by
using the tripod grip with implements: drawing with the point
of a paintbrush in rice, shaving cream, or sand and using
crayons and markers on paper.
• Large construction paper
Medium horizontal • Legal size paper
Step 3
surfaces • Brown grocery bag
• Folded/cut newspaper sheet
• 8.5 x 11 paper plain or in a plastic sheet protector
sleeve*
Small horizontal surfaces • Individual dry erase boards or chalkboards
Step 4
(large strokes) • Small construction paper
• Notepads
• Paper plates
Same as Step 4. Instead of using the full surface for large
Small horizontal surfaces
Step 5 strokes, students draw small strokes: tracing or free form,
(small strokes)
filling in shapes, on lines, etc.
*Dry erase markers and an eraser (tissue, sock, other cloth) can be used to write and erase on plastic sleeves,
allowing students to reuse worksheets or other practice pages.

Handwriting Warm-Up Exercises
• Chair sit-ups: while seated, have students place their hands on either side of
their hips and raise their bottoms up off of their chairs.
• Press down hard on desktop with both hands.
• Briskly rub hands together.
• Place the fingertips together and do finger “push-ups.”
• Pass around a weighted ball.
• Wall push-ups: Place both hands on the wall with both feet about a foot from
the wall and lean into the wall bending both elbows and then push back out.
• Stretch thick rubber bands between fingers and thumb.
• Push the palms together, then fold fingers around each other and try to pull
them apart.
• Clap hands in a rhythm and have the students imitate.
Source: http://drzachryspedsottips.blogspot.com/search/label/Handwriting

Letter Formation Chants
‘m’: Short line down, add a hump, hump to me; then the little /m/ is what you
will see.
‘a’: Circle to the left, add a short line to me; then the little /a/ is what you will
see.
‘t’: Long line down, add a line across up high to me; then a little /t/ is what you
will see.
‘d’: Circle to the left, add a long line down to me; then a little /d/ is what you will
see.
‘o’: Circle to the left, that’s all for me; then a little /o/ is what you will see.
‘c’: Circle to the left, leave it open for me; then a little /k/ is what you will see.
‘g’: Circle to the left, add a fish hook below to me; then a little /g/ is what you
will see.
‘i’: Short line down, add a dot above me; then a little /i/ is what you will see.

Writing Skills Cross-Reference Chart
Unit 3 Lessons Unit 3

Writing Skill/
Pausing
CKLA Goal
1 2 3 4 5 6 7 8 9 10 11 12 13 14 Point
Hold a Writing
Utensil with
a Tripod
(or Pincer)
Play with Clay;
Grip and Handwriting
Make Marks Worksheets;
Meet the Meet the Meet the Meet the Meet the Meet the Meet the Meet the
on Paper Handwriting Rainbow Label the Label the Label the Rough Around
Spelling Spelling Spelling Spelling Spelling Spelling Spelling Spelling
(Trace, Copy, (‘m’) (‘a’) (‘t’) (‘d’)
Practice
(‘o’) (‘c’) (‘g’) (‘i’)
Letters Picture Picture Picture the Edges; Sort
and Write by First or Middle
Sound; Circle
Lowercase Spelling
Letters ‘m,’
‘a,’ ‘t,’ ‘d,’ ‘o,’
‘c,’ ‘g,’ and
‘i’)*
*Incorporates CKLA Goal: Use spatial words in Meet the Spelling activities.
All activities promote CKLA Goal: Demonstrate understanding that a systematic, predictable relationship exists
between written letters and spoken sounds.

Lowercase Letter Formation—Worksheets
Lowercase Letter Formation Practice
Familiar practice formats used in the Unit 3 Workbook are available here to
provide large, medium, and small letter formation practice for each of the letter
sound spellings: ‘m’ > /m/, ‘a’ > /a/, ‘t’ > /t/, ‘d’ > /d/, ‘o’ > /o/, ‘c’ > /k/,
‘g’ > /g/, and ‘i’ > /i/.
To promote the meaning link between letter formations as a representation
of speech sounds, encourage students to say the lowercase letter formation
chant or the letter sound each time they draw a picture of a target sound while
completing the worksheets for practice.

Directions: Have students trace the letter several times, using a different color crayon each time. Make sure students start tracing at the starting dot.
Students should say the letter formation chant or the sound as he or she writes the letter.
Name:

139
Large Letter Practice 1 (m)
140
Students should say the letter formation chant or the sound as he or she writes the letter. Name:

Large Letter Practice 2 (a)
Name:

141
Large Letter Practice 3 (t)
142

Large Letter Practice 4 (d)
Name:

143
Large Letter Practice 5 (o)
144

Large Letter Practice 6 (c)
Name:

145
Large Letter Practice 7 (g)
146

Large Letter Practice 8 (i)
Name:

147
Medium Letter Practice 1 (m)
148

Medium Letter Practice 2 (a)
Name:

149
Medium Letter Practice 3 (t)
150

Medium Letter Practice 4 (d)
Name:

151
Medium Letter Practice 5 (o)
152

Medium Letter Practice 6 (c)
Name:

153
Medium Letter Practice 7 (g)
154

Medium Letter Practice 8 (i)
Directions: Have students trace and copy the letter. The motion can be described as 1. short line down; 2. hump; 3. hump. Student should say the
sound as he or she writes the letter.
Name:
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
1
2
3

155
Small Letter Practice 1 (m)
Directions: Have students trace and copy the letter. The motion can be described as 1. circle to the left; 2. short line down. Student should say the
156
sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2

1
2
Small Letter Practice 2 (a)
Directions: Have students trace and copy the letter. The motion can be described as 1. long line down (lift); 2. line across. Student should say the
sound as he or she writes the letter.
Name:
2
2
2
2
2
1
1
1
1
1
2
1

157
Small Letter Practice 3 (t)
Directions: Have students trace and copy the letter. The motion can be described as 1. circle to the left; 2. long line down. Student should say the
158
sound as he or she writes the letter. Name:
1
1
1
1
1
1
2
2
2
2
2
2

1
2
Small Letter Practice 4 (d)
Directions: Have student trace and copy the letter ‘o’. The motion can be described as 1. circle to the left.
Student should say the sound as he or she writes the letter.
Name:
1
1
1
1
1
1
1

159
Small Letter Practice 5 (o)
Directions: Have students trace and copy the letter ‘c’. The motion can be described as 1. most of a circle to the left.
160
Student should say the sound as he or she writes the letter. Name:

Small Letter Practice 6 (c)
Directions: Have students trace and copy the letter ‘g’. The motion can be described as 1. circle to the left; 2. fish hook ending below the bottom line.
Student should say the sound as he or she writes the letter.
Name:
1
1
1
1
1
1
2
2
2
2
2
2
1
2

161
Small Letter Practice 7 (g)
Directions: Have students trace and copy the letters and words. The motion for ‘i’ can be described as
162
1. short line down (lift); 2. dot on top. Student should say the sound as he or she writes the letter. Name:
1
1
1
1
1
2
2
2
2
1
2

1
2
1

2
Small Letter Practice 8 (i)
Lowercase Letter Formation—Games
Tic-Tac-Toe
Use the template provided, or draw your own, for students to play
Tic-Tac-Toe using pictures of target letter sounds instead of the traditional X
and O. Students may use both the same target picture of a letter sound and
draw it in different colors, or students may use two different target pictures of
letter sounds.
To promote the meaning link between letter formations as a representation
of speech sounds, encourage students to say the lowercase letter formation
chant or the letter sound each time they draw a lowercase letter formation while
playing Tic-Tac-Toe

Directions: Students play Tic-Tac-Toe using pictures of target letter sounds instead of the traditional X & O. (See directions under Lowercase Letter
164
Formation—Games.) Name:

Tic-Tac-Toe Board
Letter Hunt
Finding familiar pictures of target letter sounds reinforces letter formation
knowledge. Use the following activities to have students hunt for taught letter
formations.
• Alphabet Mural 1 and 2. Mural 2 provides a greater challenge by mixing
familiar letter formations with unfamiliar letter formations.
• Read Around the Room: Invite students to find target letter formations in
text around the room. Wearing funny glasses and/or using a fun pointer
makes this activity even more engaging!

Directions: Ask students to circle the pictures of certain letter sounds learned in Unit 3. (See directions under Lowercase Letter Formation—Games.
166
Name:
i
c
g
o
m

t
d
d
o
m
i
i
t
c
a
o

i
a
g
d
g
m
c
c
d
a
a
t
t
g
o
m
Alphabet Mural 1
Name:
Alphabet Mural 2
Directions: Ask students to circle the pictures of the letter sounds learned in Unit 3. (See directions under Lowercase Letter Formation—Games.)
i c s m b g
o h a u j p
e w r l t d
v n d o f z
c q k y a i
x m g t
Lowercase Letter Formation—Fine Motor Activities
Variations for Practicing
• Draw in trays of sand, rice, or shaving cream.
• Draw shapes on vertical surfaces: paper taped to the wall or easel, dry erase
board, or chalkboard. (A damp sponge can be used for drawing practice on a
chalkboard.)
• Put hair gel with food coloring or glitter in a sandwich bag. Force all the air out
and seal tightly. Place the bag on a flat surface and practice letters. Squish the
gel flat again to use repeatedly.
• Draw with doodle programs on touch screen technologies.
Other Fine Motor Activity Suggestions

• Building with blocks
• Pouring water from a pitcher to a cup
• Cutting and pasting
• Hole punching
• Stringing beads
• Lacing hole-punched cards
• Making shapes with playdough
• Playing with squirt bottles
• Screwing and unscrewing lids
• Popping bubble wrap using the thumb and pointer finger
• Using a turkey baster or nasal aspirator to blow ping pong balls back and forth
• Using tongs or tweezers to pick up small objects (e.g., place colored buttons
or stones on matching colored papers or in matching colored containers, count
marshmallows or pom-poms into ice cube trays)
• Adding and removing clothespins to fill the edge of paper, a box, a ruler, etc. or
hanging items on a line
• Putting beans in a container with an appropriately sized slot
• Threading pipe cleaners through the holes of a colander
• Turning over buttons spread on the floor or table
• Using eye droppers with water and food coloring to decorate coffee filters

Lowercase Letter Formation—Progress Monitoring
monitoring was facilitated by charting general performance levels and scores
on unassisted items from the Guided Practice portion of the lessons. For Unit 3
and beyond, progress monitoring continues to be a form of assessment that is
integrated into instruction. The resources create a systematic record of student
to Intervention (RtI). We recommend teachers use the progress monitoring
resources provided:
• within the Guided Practice section of the lesson plans. The resources are
designed to parallel instructional tasks, allowing for brief, seamless integration.
The intention is not to burden instructional time with additional assessments.
• only when, based on observation of instructional performance, students appear
to be ready for a comprehensive check of the target skills for this section of Unit
3. Set schedules for progress monitoring assessments tend to result in their
overuse. The resources are intended to serve as confirmation and meaningful
record of student progress, as opposed to a collection of numbers.
• to inform instruction! If student mastery of the target skills is confirmed by
a progress monitoring assessment, then teachers can be confident in the
decision to move students forward. If students do not achieve the goal scores
for a progress monitoring assessment, analysis of errors will indicate areas of
continued instructional need.
Directions
Preparation: Copy the lowercase letter formation assessment corresponding to
the progress monitoring assessment you have selected. The assessment is two
pages.
• Distribute Lowercase Letter Formation Progress Monitoring Worksheet (1–4).
• Provide each student with a small piece of crayon.
• Model with the sample item (heart).
• Tell students to copy each stroke in the box provided. (Remind them to continue
to the second page.)

• Scoring: Designate how well matched student attempts are to a target letter
formation using Not Yet Progressing (NYP), Progressing (P), and Ready (R).
• NYP: The letter formation has some directionality and appropriate shape;
however, the student attempt would not be recognizable without the
reference letter.
• P: The letter formation is recognizable and contains all essential features
(e.g., number of lines, curves, points, intersections); however, some lines
may not touch or close, extra strokes may be used in the attempt, and it
may lack symmetry.
• R: The letter formation reflects appropriate proportions, symmetry,
closures, etc.; however, lines may still be shaky.
• Goal: Achieve Ready on all lowercase letter formations.
• Scores of Progressing or Ready indicate additional re-teaching and
reinforcement is required from Assessment and Remediation Guide Unit 3
Section III, Writing: Lowercase Letter Formation.

Progress Monitoring—Letter Formation
Each column provides a space for recording the date and number of the progress monitoring assessment given, as well as scores for the
target letter formations (NYP, P, or R).
Student: Letter Formation Progress Monitoring
Date
Progress
Monitoring

171
Name:
Lowercase Letter Formation Progress Monitoring 1
Sample:
m
a
t
d
Name:
Lowercase Letter Formation Progress Monitoring 1 (continued)
o
c
g
i

Name:
Sample:
d
c
t
g
Name:
i
a
m
o

Name:
Sample:
i
c
m
o
Name:
g
t
a
d

Name:
Sample:
g
o
c
t
Name:
i
a
m
d

Core Knowledge Language Arts
Series Editor-in-Chief
E. D. Hirsch, Jr.
President
Linda Bevilacqua
Editorial Staff Design and Graphics Staff

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager
Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning
Michael Donegan
Mick Anderson Liza Greene
Robin Blackshire Matt Leech
Maggie Buchanan Bridget Moriarty
Paula Coyner Lauren Pack
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Sara Hunt Consulting Project Management Services
Erin Kist ScribeConcepts.com
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Rosie McCormick Additional Consulting Services
Cynthia Peng Ang Blanchette
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Deborah Samley
Diane Auger Smith
Sarah Zelinke
Acknowledgments
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
Contributors to Earlier Versions of these Materials

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.
Schools
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
Credits
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
Unit 3
Skills Strand
Kindergarten
The Core Knowledge Foundation

www.coreknowledge.org

Assessment and Remediation Guide: Unit 3

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Kindergarten | Unit 3 Assessment and Remediation Guide 5

6 Kindergarten | Unit 3 Assessment and Remediation Guide

Note: Progress monitoring related to instruction from Guided Reinforcement

Kindergarten | Unit 3 Assessment and Remediation Guide 7

8 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 9

Session 1 Session 2 Session 3 Session 4

10 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 11

12 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 13

If student meets If student continues

© 2013 Core Knowledge Foundation

Push & Say

16 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 17

Three-Phoneme Words (Arm Motion)

/f/ /u/ /n/ fun

18 Kindergarten | Unit 3 Assessment and Remediation Guide

Two- to Four-Phoneme Words (Finger Motion)

/f/ /u/ /n/ fun

Kindergarten | Unit 3 Assessment and Remediation Guide 19

20 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 21

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

28 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 29

30 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 31

32 Kindergarten | Unit 3 Assessment and Remediation Guide

Isolate a sound in the

Isolate a sound in the

Kindergarten | Unit 3 Assessment and Remediation Guide 33

Lips are together (Air goes through your nose! Pinch

Mouth is open wide and the tongue is low in the front

Tip of the tongue taps behind the upper teeth, lips

Back of the tongue touches the roof of the mouth,

34 Kindergarten | Unit 3 Assessment and Remediation Guide

Vowel Facts Learned in Unit 3 Skills Strand Lessons:

Kindergarten | Unit 3 Assessment and Remediation Guide 35

Mystery Bag; Have You

© 2013 Core Knowledge Foundation

Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 37

38 Kindergarten | Unit 3 Assessment and Remediation Guide

Kindergarten | Unit 3 Assessment and Remediation Guide 39

40 Kindergarten | Unit 3 Assessment and Remediation Guide

© 2013 Core Knowledge Foundation

Give Me the Sound

/m/ /a/ /t/ /d/

/o/ /k/ /g/ /i/